Barassi Morales 2014

Universidad de Magallanes
Facultad de Humanidades y Ciencias Sociales

Departamento de Educación y Humanidades
The importance of interactive material in the EFL

classroom
Students: Lorenzo Barassi Morales

Karen Cárcamo Navarro
Karina Delgado Muñoz
Guide teacher: Patricia Díaz Aguilar
Trabajo de Titulación para optar al Título de Profesor de Inglés para Enseñanza Básica
y Media
Punta Arenas, December 2014

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“To stimulate life, leaving it then free to develop, to unfold, herein lies the first task of the
teacher.”
María Montessori
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TABLE OF CONTENTS
TABLE OF CONTENTS Page

Abstract
I. INTRODUCTION……………………………………………………………………..…….…xi
II. THEORETICAL
FRAMEWORK…………………………………………………………………...……...............1
CHAPTER 1: THE ENGLISH LANGUAGE IN THE CHILEAN CONTEXT…..……..……..1
CHAPTER 2: TEACHING ENGLISH AS A FOREIGN LANGUAGE…………….……..…..5
2.1 What are the different types of learning resources for students?................................5
CHAPTER 3: DESIGNING LESSONS AND INTERACTIVE MATERIAL FOR THE EFL

TEACHING…………………………………………………………………………….……..…..6
3.1 Effective lesson planning for the EFL classroom.........................................................6
3.2 What is interactive material?...................................................................................... 7
3.3 What are the main characteristics of interactive material?........................................10
3.4 Why is the interactive material applied in the EFL classroom?.................................11
3.5 What are the benefits of using interactive material in the EFL classroom?...............12
3.6 What is the importance of interactive material for EFL teachers?.............................14
3.7 What are the drawbacks of using interactive material?.............................................15
III.METHODOLOGICAL FRAMEWORK……………………………………………………..17
Introduction……………………………………………...………………………………………17
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Epistemological approach…………………..…………………………….…………….…….19
Kind of research…………………………………………………..……….……..……….……23
Process to collect data…………………………………………………..…….……...…....…25
Setting scenario………………………………………………………….……..…..….………25
Limitations of the study………………………………………………..………….……...……30
IV ANALYSIS…………………………………………………………….……………………..32
CONCLUSIONS………………………………….……………….……..………..……………76
RECOMMENDATIONS………………………………………………………………………..79
REFERENCES…………………………………………….……...……………………….…...80
APPENDICES…………………………………………….………..……………………..……86
APPENDIX 1: Checklist for students…………………….………………………………......87
APPENDIX 2: Checklist for teachers…………………………………………...……...…….88
APPENDIX 3: Lesson plan used in the classroom..………………………………………..89
APPENDIX 4: Handout used to teach food vocabulary.…………………………………...91
APPENDIX 5: Handout used to teach likes and dislikes with food.……………………....92
APPENDIX 6: Power Point Presentation game…..…………………………………………93
APPENDIX 7: Lesson plan used in the classroom……………………………………...….95
APPENDIX 8: Flashcards used to teach routines..…………………………………………96
APPENDIX 9: Power Point Presentation used to review Present Continuous….……….99
APPENDIX 10: Lesson plan used in the classroom......................................................101

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APPENDIX 11: Map used to teach prepositions…………………………………………..103
APPENDIX 12: Handout used to teach prepositions……………………………………..104
APPENDIX 13: Map used to teach prepositions…………………………………………..105
APPENDIX 14: Lesson plan used in the classroom………………………………………106
APPENDIX 15: Handout to record logs on fishing seasons to teach awareness
of sustainability………………………………………………………………………………..109
APPENDIX 16: Handout to teach awareness of sustainability…………………………..110
APPENDIX 17: Lesson plan used in the classroom………………………………………111
APPENDIX 18: Video used to review the months of the year……………………………113
APPENDIX 19: Power point Presentation used to teach seasons of the year…………114
APPENDIX 20: Handout used to teach seasons of the year…………………………….117
APPENDIX 21: Power Point Presentation used to teach the weather………………….118
APPENDIX 22: Handout used to teach the weather……………………………………...120
APPENDIX 23: Power Point Presentation game used to review the weather…………121
APPENDIX 24: Summary of graphs at Escuela Villa Las Nieves……………………….122
APPENDIX 25: Summary of graphs at Escuela Elba Ojeda……………………………..123
APPENDIX 26: Summary of graphs at Liceo María Behety de Menéndez…………….124

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Graphs and figures
Fig.1. Chart referring to the levels assigned by the CERP………………………………….3
Fig.2. Chart referring to the equivalency of the CERP and Chilean standards…………...3
Fig.3. Chart showing the epistemology as pursuit of knowledge………………………….19
Fig.4. Chart showing the difference between qualitative and quantitative research……21
Fig.5. Chart showing the advantages and disadvantages of the qualitative versus
quantitative methods…………………………………………………………………………...22
Fig.6. Chart referring to the development of the classes and the activities that are applied
daily…………………………………………………………………………………….32
Fig.7. Chart referring to the strategies the teacher applies in the English class………...33
Fig.8. Chart referring to the amount of students that delivered positive and negative
answers to the question formulated………………………………………………………….34
Fig. 9 Chart referring to the amount of students that delivered positive and negative
Fig.12 Chart referring to the amount of students that delivered positive and negative
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answers to the questions formulated…………………………………………………………42
Fig. 18 Chart referring to the development of the classes and the activities that are applied
daily…………………………………………………………………………………….47
Fig. 19 Chart referring to the strategies the teacher applies in the English class……….48
Fig. 20 chart referring to the amount of students that delivered positive and negative
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answers to the questions formulated…………………………………………………………59
Fig.30 Chart referring to the development of the classes and the activities that are applied
daily…………………………………………………………………………………….62
Fig.31 Chart referring to the strategies the teacher applies in the English class………..63
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Abstract
Teaching English as a foreign language has always been a challenge when dealing with
students at school or high school, so it is imperative to make use of significant interactive
approaches which offer the teachers tools to instill the English language into the students,
if they are non-native vernacular speakers. The main purpose of this investigation is to
find out if educators make usage of any collaborative methodology when teaching the
target language, what the opinion of the students is towards the way their teachers teach
them, and how they make English a more interesting subject. So as to get to the rejoinders
to these interrogations, an investigation aimed to an exploratory method was applied so
as to analyze the information gathered from two checklists. The results of this investigation
revealed that teachers apply different techniques so as to get the learners’ interest. Even
though, it was found that there is an important difference in students who work in pairs or
groups at a certain age, being in this case elementary and high school learners. For this
reason, it is recommended to carry out further researches on the matter so as to have a
suitable elucidation concerning students’ behavior towards English classes in the Chilean
classroom
Keywords: English language, collaborative methodologies, descriptive method,
Chilean classroom, teachers, investigation.
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Introduction
“In the era of communicative language teaching, interaction is, in fact, the heart of
communication; it is what communication is all about (Brown, H.D. 1994)”.
Do you believe in a classroom where the students have enough self-sufficiency to search
for their own learning process, instead of having the teacher inserted in every procedure,
acting just as an enabler?
This question has been inserted into the thesis as a way to portray the reality of the
Chilean classroom, where nowadays, still, the process of learning is archaic. Teachers
rely more in the old systems of teaching, and less on the new, more modern ways to
teach.
It has to be taken into account, that even though this thesis regards to the use of interactive
material, it is not only referred to the use of technology in the classroom, and although it
is related, the thesis is aimed to the use of techniques and creation of lesson plans where
the teacher can leave more spaces for the students to learn by themselves, and where
pupils can use their own critical thinking, more than having the teacher inserted completely
in their learning.
For the reasons before explained is that this thesis has the role to create awareness and,
that there is more to be done concerning the disciplines of teaching, not only applying the
common activities and materials, but also enhancing the role of the teacher by giving them
more tools to apply on an everyday basis.
This work was created mainly on the premise of the following question:
Why should teachers try to use innovative material instead of applying the same
resources?
The reason comprising the question is rather simple, considering that all teachers must
look beyond their capabilities to enhance their methods. Nonetheless, it has come into
notice that most teachers in schools and high schools are reluctant to the use of interactive
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material, whether it is the technology or the use of groups and pairs to let the students
work in an environment where the teacher just guides them to the goal, instead of holding
their hands until the end to reach it.
The motivation comes from years of study, where most of the learning process is rather
dull on the teacher’s behalf, maybe not because they want to teach like that but maybe it
is just the result of the same out-of-date teaching process taught throughout generations.
It is here, where a change has to be made, to attack the problem from the core, to renew
the way in which teachers and teachers-to-be instruct the students, in a more interactive
way, where pupils decide what to do within the boundaries and start looking for
themselves as they approach the goal, which is to accomplish the insertion of knowledge
by themselves.
As a certain age is reached, it can be realized that having only one language to
communicate limits human beings to be part of that unique percentage of the world
population. Language is a very useful tool, where knowing one or more is beneficial, not
only for communicational purposes, but also for the sharing culture process.
The world today mainly commutes information, and most of the times it is difficult to do it,
because of the language barriers, the most important blockage that people have. Learning
another way to clear out this obstruction is imperative if the aim is to progress in life to be
better in the academic outcome.
There is a wide range of languages to be learned, nonetheless, most of languages and

dialects out there, are only for a specific part of the world’s population, which in some
cases, make people realize that the effort to learn them was worthless. So, when there is
an opportunity to learn a new way to communicate with the world’s population, some
factors need to be taken into consideration, factors that are behind the idea of learning
and whether this target language is going to be of any help.
In terms of languages, the vernacular English is nowadays considered “universal”, and

that is why it is so important for the society to learn it.
First of all, the English language can help you to get a better job opportunity, whereas, not
having a second communicative approach, makes it difficult, to perform a better job in
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some areas; that is to say, that in a world which has become globalized, where
communication is instantaneous, the command of a second and even a third language is
fundamental. At a professional level, to harness a second language gives face value to
the speaker, allowing him/her to differentiate himself/herself from others in the labor force.
Secondly, the exchange of culture when knowing a second language is vast, as when
people are exposed to more experiences when travelling, being able to maintain a normal
conversation with foreigners.
Thirdly, the English language opens doors, and leads to a better understanding of the
importance of it, giving people the power to be able to teach it to others afterwards,
granting them an ability that not everyone has.
The English language teaching has gone through two similar but distant directions:
English as a second language (ESL) and English as a foreign language (EFL). These two
may sound similar but they actually differ in relevant ways. ESL learning usually implies
the need to function in an English-speaking environment, for example, to find a job, or to
accomplish the basics of everyday life.
English as a foreign language (EFL) is a term commonly used among teachers referring
to the teaching or the learning of the English language in countries where students do not
have access to English models. An EFL environment is where English language learning
occurs with students of different native languages.
The lesson plan is one of the most important tools of the teacher as it outlines the contents
to be taught in the class. Inside the lesson, it portrays the way to instruct the contents of
it; therefore, designing lessons for the EFL teaching acquires a greater significance since
it implies that students are surrounded by the English language only inside their
classrooms.
Designing lessons for the EFL teaching means preparing a class and the materials
needed according to the cultural environment of the students. It means realizing that the
students need to be active participants of the class in order to achieve the main objective,
that is to say, the acquisition of the English language.
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The EFL lesson planning must include certain aspects in order to be effective. Students
require lots of practice using English and this includes their exposure to the foreign
language, being the teacher the key in this aspect to produce effective learning, as
students have very rare occasions to use the English language in their everyday life.
Foreign language teachers are regularly challenged with the demanding task of teacher-
student and student-student interaction. Teachers, as facilitators of the language, should
only assist learners in their determination to communicate in a foreign language, and
interaction should be focused only when needed or when the student asks for it.
Teacher-centered classes cannot be interactive by definition; nonetheless, some control

on behalf of the teacher is expected since he/she is an important actor to successfully
perform interactive techniques. The teacher should aim to fulfill the role of a facilitator and
be in control of the class instead of being authoritarian.
Effective interaction requires from the teacher to be perceptive with the errors made by
the students while attempting to communicate; in other words, the teacher should motivate
students by allowing them to use language in context according to their age and level of
English.
When creating lessons and resources for an interactive class, the teacher should
implement different ways to find the most appropriate mixture of methods, approaches,
techniques, etc., considering the students’ background.
Lessons and resources need to be flexible, with a variety of activities that can be employed
when needed, according to the circumstances or context of the classroom. An effective
teacher promotes communication among students while circulating around the classroom
and consequently creating interaction.
This thesis will be divided in 3 chapters, where the designing of lessons and interactive
material for the EFL teaching will be explained in depth from a general point of view to the
most specific one.
In deeper context, it will be explained the meaning of interactive materials, how they are
applied, their characteristics, and their benefits and drawbacks.
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This thesis will aim to the design of lesson plans and the creation of interactive material
for EFL students. As it has been researched, there is a lack of material targeted to this
modality, which is needed for the new classroom.
It is known that students are reluctant to changes; they like to learn in the easiest way
possible, which fits perfectly with the lazy teacher. What it is sought is to let students
entertain themselves with new approaches, using more prompts such as Smartboards
and computers, and not only that, but also to let the students be aware that they can have
fun while learning, and more important, to learn without the full help of the teacher.
All in all, taking everything above mentioned into the most thoughtful consideration, it can
be summarized that the reason behind the creation of this thesis work is to create not only
awareness of the lack of new teaching methods, but also to enlighten teachers with the
possibility to learn and use interactive materials, and to be able to let students show in full
extent their capabilities to assimilate data in new and more interesting fashion.
Finally, it can be therefore concluded that: “If you talk to a man in a language he
understands, that goes to his head. If you talk to him in his own language, that goes to his
heart.”, as Nelson Mandela, 1st president of South Africa, once said.
GENERAL OBJECTIVES
 To identify the importance of using interactive material and effective lesson plans
in the EFL classroom.
SPECIFIC OBJECTIVES
 To recognize the characteristics of the interactive material.

 To identify the benefits of using interactive material in the EFL classroom.
Theoretical Framework
CHAPTER 1: THE ENGLISH LANGUAGE IN THE CHILEAN CONTEXT
It is known that the Ministry of Education is still on early stages regarding the English
teaching, furthermore it has not yet been decided which is the road they want to follow or
which objective to pursue.
In the beginning, the orientation of the English education was based on making students
learn a great deal of grammar and endless vocabulary lists they never even used, hence,
years of learning were spent on the language, but students never got to use them for
communicational skills.
The approach of the curriculum has been changed several times such as the Law of
Primary Instruction from 1860, the Law of Mandatory Primary Instruction in 1920, the
change in the curriculum from 1927 to 1928, the educational reform inspired in The United
States reform between 1964 and 1970, and so forth, from a communicative methodology
to a receptive one, substituting the development of the oral skills.
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In 2011, students from 8th grade and 4th high school were evaluated with the Education
Quality Measurement System, SIMCE, which assesses the progress of the students of
4th and 8th grades in Language, Mathematics, History, Geography, National Science and
Foreign Language. Along with the evaluation tests, a set of questionnaires were
elaborated to be completed by parents and teachers, obtaining in this way, information
about external social factors aimed to gather the socioeconomic and the environmental
situation regarding the students, their families, peers and schools, and feedback as an
important factor that deals directly with the behavior of the students, taking into
consideration that students are not only affected by the factors inside the learning center,
but also in great deal, by the external aspects being either the parents or their peers.
As a whole, SIMCE enables Chilean educators to obtain a comprehensive view of

students’ achievements, as well as to analyze and compare their performance both at
school and national levels. The results that year were awful, as 11% of the students were
able to comprehend and understand phrases and short texts in English language1. The
objectives proposed by the Ministry were not being achieved. It was finally understood
that in order to learn a new language it was absolutely necessary to combine the learning
of the structure of the language with the active use of new learning structures. The
approach was changed and the methodology was oriented towards developing the four
skills (reading, writing, speaking and listening).
The Ministry of Education decided to overcome this problem by improving the “English
Opens Doors” Program, as the English standards are considered necessary for all
students, as well as for English teachers.
The Common European Framework of Reference for Languages, CEFR, describes

language ability on a scale of levels, from A1 for beginners up to C2 for those who have
mastered the language. This makes it easy for anyone involved in language teaching and
testing (learners, teachers, teacher trainers, etc.) to identify the level of different
competencies. It also means that employers and educational institutions can easily
1
La Tercera (2011, March 24) English SIMCE. Retrieved from http://www.latercera.com
3
compare qualifications and see how they relate to exams they already know in their own
country.
Fig. 1 Chart referring to the levels assigned by the CERF2
The Common European Framework of Reference is, essentially, a guideline meant to

describe achievements of learners of foreign language across, firstly, Europe and then,
increasingly in other countries around the globe. Its main objective is to provide a method
of learning, teaching and assessing which applies to all languages in Europe.
The levels in Chile are aligned to the international standards, in particular to those defined
and developed by the CEFR.
The six reference levels (shown below) are becoming widely accepted around the world
as the standards for grading an individual's language proficiency.
Equivalence table
GROUP CEFR ALTE LEVEL
2
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). retrieved
from http://www.coe.int
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A1 Breakthrough Level
Students from 8th A2 Level 1

grade
Students from 4th B1 Level 2

grade, high school
English teachers B2 Level 3
C1 Level 4
C2 Level 5
Fig. 2 Chart referring to the equivalency of the CERF and Chilean standards3
This chart portrays the levels in which students and teachers in Chile should be; as it is
shown, the teachers should be in level B2, which is compared to an independent user
(see Fig. 2) and students should be in A2 and B1 for students in 8 th grade and 4th grade,
respectively.
The English Opens Doors Program has two main lines of action. The first one is
professional teaching development for teachers of English as a Foreign Language, EFL.
The second is to have direct action on the system and the students providing support to
both elementary schools and high schools through the National Volunteer Center for
native English speakers, Summer and Winter Camps, Public Speaking and English
Debate Tournaments. In 2006, scholarships were created for college students called
“Semester Abroad” by President Michelle Bachelet, which allows students of the career
of English Pedagogy, studying at the University of Magallanes to go outside the country
in order to spend 6 months in different parts of the world, such as, Australia, England,
3
Chilean Standards. Retrieved from http://www.ingles.mineduc.cl
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Ireland, Scotland, United States, etc., so as to improve their level of English, and to meet
other cultures that are related to the vernacular.
In Punta Arenas, there are dramatic rates concerning the learning of the English language,
taking into consideration that English is extremely necessary, being a firmly touristic
region. Only 1.700 people from Punta Arenas took English courses during last year, which
is worrying, having in mind that the growing population is reaching roughly to 122.850.4
The Production Development Corporation, CORFO, scholarship, which was aimed only
for tourism students in its beginning, has been widening its coverage and nowadays the
only requirement in order to be granted the opportunity to study 100 or 200 hours of
English in an institute is to be over 18 years old. Nonetheless, in order to apply, people
have to have some basic knowledge of the language, as there is a selection test which is
called Test of English for International Communication, TOEIC.
The TOEIC Test was introduced in 2006. Test takers receive separate scores for each of
the two tests, Listening & Reading. The tests are designed to reflect actual English usage
in the workplace, though they do not require any knowledge of specialized business terms.
The TOEIC Listening Test takes approximately 60 minutes to complete; the TOEIC writing
test lasts approximately 60 minutes. Each test has a score ranging between 0-495,
grouping test takers into eight proficiency levels.
CHAPTER 2: TEACHING ENGLISH AS A FOREIGN LANGUAGE
2.1 What are the different types of learning resources for students?
Taking into consideration that all education levels, from kindergarten to upper education,
need different types of learning resources, it comes to mind that those resources
specifically designed for early-aged children, seem to work better. The assets designed
4
La Prensa Austral (2014, February 11) English Study in Punta Arenas. Retrieved from
http://www.laprensaaustral.cl
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for early-aged children can be more interactive, and kids are always enthusiastic to learn
with songs and patterns where the teacher is more an enabler than a controller.
On one hand, nowadays, with the introduction of better technology and better software
production, teachers may have access to a wide range of web pages, smartphone apps
and computer programs that can help as learning resources, such as in Math, Science
and/or English. It is a fact that these products and resources are being used all around
the world, and it has become into evidence that the technology based-learning is in high
demand.
On the other hand, traditional types of learning resources such as handouts, flashcards
and games, are still being used all across the globe, as they promote and create a great
interaction among students at different educational levels.
Types of learning resources can vary in range, from literary work as a relevant resource
to a specific area, to further study encouraged by the students themselves or even by the
use of textbooks.
CHAPTER 3: DESIGNING LESSONS AND INTERACTIVE MATERIAL FOR THE EFL

TEACHING
3.1 Effective lesson planning for the EFL classroom
When addressing plan design it is necessary to take into account that teachers create
lesson plans as guidance to help students achieve learning objectives. A particular format
of a lesson plan is not as relevant as what the plan actually describes: what the students
are expected to comprehend and be able to do, how they will be engaged in the learning,
by designing appropriate learning activities, and how the students will be evaluated, by
designing strategies to obtain feedback from them.
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Lesson plans that can be implemented in different classes are most likely deficient
lessons, since the most important element in order to develop an effective lesson plan is
specificity: each plan is created for a single class.
Designing lesson plans for the EFL classroom is essential to achieving effectiveness.
Firstly, to develop clear and concise learning objectives; the teacher will have to focus on
separate topics by taking into account the proper context, and letting students know what
they will be expected to do. According to Butt (2006) the key to good teaching, purposeful
class management and the achievement of sustained educational progress lies in
effective planning, as learning does not occur by chance.
Secondly, the teacher must integrate the usage of English as the single classroom-
language from the beginning as well as regularly engaging students in communicative
activities. The evidence that a lesson plan in the EFL classroom is effective occurs when
students are capable of communicating in English; in other words, a successful lesson
plan creates the ability in students to use English effectively in genuine communication
situations.
Finally, an effective lesson plan is not an exhaustive essay describing possible classroom
scenarios or anticipating students’ response. An effective lesson plan is one that provides
an outline of the learning objectives and means to complete them.
3.2 What is interactive material?
In the pedagogical field, interaction is an important word for teachers. The best way to
learn a language is interacting with others, and the main role of the teacher is to be a
facilitator of this process. Although it may seem so, asking many questions in a class does
not guarantee successful interaction. Among other aspects, the teacher should take into
consideration the age, the level, the amount of hours per week of English lessons, cultural
aspects, etc., in order to prepare and successfully carry out an effective lesson plan.
Therefore, interactive material is a resource through which students learn by means of
interaction; where the learner is an active participant instead of a passive one.
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According to Gardner (1993) children learn through:
- Visual (learn through seeing): Children, who process education through

visualization, tend to learn mainly on demonstrations and descriptions. They mostly
have a well-developed imagination and often think in pictures rather than in words.
Visual students can be easily distracted if there is too much movement in a
classroom. For learners who are in an advanced age, it is recommended to give
them written instructions so as to clarify verbal directions.
They respond best to instructions that include reading, posters, graphs and videos.
Visual learners:
- Take notes by copying
- Often close their eyes to visualize and remember
- Benefit from illustrations and visual presentations
- Are attracted to written or spoken language rich in pictorial imagery
- Seek quiet, passive surroundings
- Auditory (learn through hearing): Auditory processors learn through partaking in

discussions and talking about things. Verbal directions may help clarify instructions
or written information. These students may be easily distracted by noise, so they
have to be encouraged to learn in a quiet environment.
Some good methods to use with auditory learners include singing songs or listening
to tapes that relate to content area to be studied and developing rhymes and
mnemonics to help remember information. Auditory learners:
- Remember names, tend to forget faces
- May nor coordinate clothes but can explain what they have on and why
- Hum or talk to themselves
- Enjoy listening to themselves and others
- Like to read aloud
- Remember best by verbalizing
- Have difficulties reading maps or diagrams
- Have little trouble learning in a noisy environment
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- Tactile (learn through touch): Children who are more tactile prefer activities or
projects that allow them to use their hands. Pupils with these skills may prefer
doodling or drawing to aid memory.
They benefit from instructions such as sewing, painting or drawing. Tactile learners:
- Need to touch or feel objects when learning a new concept
- Enjoy designing things
- Like to illustrate written work
- Find sculpting, painting and drawing relaxing
- Appreciate physically expressed encouragement (e.g. a pat on the back)
- Kinesthetic (learn through doing and moving): Kinesthetic learners learn through
moving and doing. Children who are more kinesthetic learn through physical
response sensations and may have trouble sitting still for long periods. A hands-on
approach that allows students to actively explore their physical world would help in
a great deal.
Kinesthetic learners benefit most from hands-on instruction, using manipulative,
role-playing or building things. Kinesthetic learners:
- Need to move around, be active and take frequent breaks
- Speak with their hands and with gestures
- Seek out and find ways to move around
- Tinker when bored
- Rely on what they can directly experience or perform
- Enjoy manipulating materials
It is also important to mention that interactive material also refers to the use of technology
inside the classroom. It is known that nowadays, most of the students are able to use a
smartphone or a computer at a pro level. Most of the students are now more attached to
a screen than to the good old whiteboard, and considering the fact that it is sometimes
annoying, teachers must face the fact that this technology era is here to stay. With the
technology as an effective tool, teachers all around the world had to adapt to it, creating
new ways to teach students in a way they can relate.
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As computers have become a mainstream part of the world, teachers at all levels must
integrate the technology into the classroom, that is to say that interactive learning is also
considered for the use of modernity in class and not only as the teacher being a guide.
Interactivity is basically, the integration of computers into the regular classes. One of the
most common examples regarding interactive material is the addition of computer games.
Some teachers think that students that play games emphasize concepts like Math, History
and even grammar rules. Many educators believe that the students are able to perform
better and more thoroughly by varying the ways that information is delivered.
One argument in favor of the interactive learning using technology is that students are
already internet experts, so the introduction of computer based learning is very easy and
effective for them so as to grasp and hold their attention. As it was previously mentioned,
students at a very young age use smartphones and maintain an active social
communication, where most of them spend the majority of their free and even the time
inside the classroom “connected” in one way or another. Using this already familiar
technology into classrooms can help students become more engaged.
The idea of joining both concepts of interactive learning, that is to say, the teacher using
technology and allowing the students to learn by themselves, is necessary to create the
new type of future adults that can be twain independent and fast thinkers.
3.3 What are the main characteristics of interactive material?
There are three main characteristics that should be considered when designing interactive
material (“Ibáñez”, 2003), and these are:
Interactivity: The design of interactive material provides a basis for the development of
richer learning experiences. Through this type of material, the students can develop an
intrinsic motivation because they contemplate making decisions, taking action and
receiving immediate feedback. Interactivity also has a social dimension that can facilitate
the student to participate in processes of communication and social relationship.
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Accessibility: The material should be accessible to students with special educational

needs. Also, the information should be presented in an understandable and usable way,
thus all students can understand the material.
Flexibility: It refers to the possibility of using this material in multiple learning situations:
regular classes, multicultural classes, support for pupils with special educational needs,
in the computer room, library, classroom, home, etc. This material should also allow
students to work individually, in pairs, or in groups. This flexibility should also refer to the
possibility to use the interactive material with different methodological approaches in the
classroom.
Now, on the field of technology the characteristics are the easy handling of computers and
devices that allow both students and teachers, to sync in the classroom.
3.4 Why is the interactive material applied in the EFL classroom?
By working with interactive material in the classroom, the students have the possibility to
apply their knowledge and experiences in different situations, in other words, the teacher
uses the students’ knowledge to assist and increase their own learning process. This type
of material helps students to develop new ideas and connect them to their own world while
combining them with new information.
The use of interactive material also helps to see the range of assimilation the students
have about the language. The concept of assimilation means to learn new information and
understand it thoroughly. The teacher is able to understand how well the comprehension
of the students is by seeing how they work with the information they are learning. It is
important to highlight that the interactive materials can be designed to easily adapt to the
pace and learning style of the student who is using them; this means that the learner is in
control of his/her own learning.
12
To apply technology into the classroom has to be gradual, as students are easily scared,
because they believe that they are more skillful than educators, so progression here is the
key word.
The use of Power Point presentations, web applications or Smart Boards help students to
focus on the tasks, as they are mostly enticed by moving objects across the classroom
rather than watching the old boring whiteboard covered in marker’s ink.
Most of the technology used in the classroom is applied in order to create an environment
that the student can relate to work better.
3.5 What are the benefits of using interactive material in the EFL classroom?
For starter students, interactive material helps them to be prepared for the outside world,
taking into consideration that the material or the activities done through it are focused on
the students’ own education rather than being behind them every time; students, by
means of interactive material/activities can transfer the skills they acquire to different
situations successfully .
The flexibility of the teacher on this approach is imperative for the success of the students,
as they become able to express their own opinion during the class, building self-
confidence; furthermore, it helps students to be motivated and also to improve their
communicative skills with their peers. So they can become more active during class.
From the teachers’ perspective, it is easier to analyze students and to get feedback from
them.
One of the premises of this is that students can learn how to work in groups through
projects and assignments, taking into consideration that students sometimes learn better
from their peers or themselves rather than from the teacher.
As stated by Gardner (1993), there are multiple intelligences that can be benefited by
using interactive approaches such as:
13
- Existential: To pose and ponder questions about life, death and ultimate realities
- Verbal/linguistic: To use the language to express what is on the students mind and
to understand other people.
- Logical/mathematical: To understand the principles of some kind of causal system.
- Interpersonal: To understand other people.
- Intrapersonal: To understand yourself, of knowing who you are, what you can do,
etc.
- Naturalist: To discriminate among living things as well as sensitivity to others
features of the natural world.
- Bodily/kinesthetic: To use the whole or parts of the body, to solve problems, etc.
- Visual/Spatial: To present the spatial world internally in their minds.
- Musical Rhythmic: To think in music and be able to hear patterns, reorganize them
and perhaps manipulate them.
The benefits in terms of interactive material regarding technology, is that students are
more focused on the activities. Nowadays, there are applications on the cell phone or on
the web that can help to motivate students, transforming the classrooms in role playing
games (RPG) such as “Class Craft” in which students become warriors, magicians or
healers and can activate abilities in the middle of the class to help themselves or to aid
their group members so as to progress in class as they level up by answering correctly in
class, by getting a good mark on a test or even by participating in class.
Games like the one previously mentioned or others similar to it can upgrade the standards
of the lesson in the classroom.
14
3.6 What is the importance of interactive material for EFL teachers?
The interactive material is often used as a connection between the teaching and reality.
Ideally it is expected that teaching and learning should be in contact with real life, and
therefore interactive material uses a number of means and resources as a bridge between
what is taught and learned and the real world. Therefore, it is important to use interactive
materials, as these replace reality and try to represent real life in the best way possible,
facilitating its objectification, being this understood as expressing or making something
abstract in a concrete form. When the theoretical part is related to a real-life situation, this
makes content easier to understand. Also learners’ experiences can be used to acquire
new learning, for instance using examples connected to their daily routines in order to
teach a new unit. The interactive materials have to be adapted to the different realities
presented in the class, because this helps the students to comprehend the contents in a
meaningful way.
In classroom contexts, it is important that EFL teachers be able to use interactive material,
as this influences on the effectiveness of students' learning. In addition, the interactive
material plays a crucial role, helping students to develop aspects related to the critical
thinking and the oral and written language. Besides, the material motivates teaching and
learning but only if the material provided is suitable and is used properly. It also facilitates
the learning of concepts, development of procedures and strategies, and the formation of
attitudes as well as values related to what is taught and learned. Furthermore, the
interactive material represents and illustrates, intuitively, what is verbally explained to
facilitate teaching and learning, and contributes to a better fixation of learning.
It is important to use such materials as they aim to bring the student to work, to investigate,
to discover and build; it is also relevant to consider that this material must be adapted into
a functional and dynamic appearance, promoting the opportunity to enrich the students'
experience and bring them closer to the reality, by offering them the opportunity to act.
However it is important to note that the effectiveness of interactive materials depends on
how they are used by the teacher and the student, as they must be conceived regarding
the methodology that is used in the EFL classroom.
15
3.7 What are the drawbacks of using interactive material?
The use of interactive material includes some obstacles; among others limited class time.
Municipal education imparts English as a mandatory subject only from 5th grade on, with
a minimum of two pedagogical hours per week. This insufficient amount of time does not
allow a proper acquisition of the target language effectively through an interactive class.
In the Chilean reality, the amount of students in a classroom and the level of English are
an immense influence whenever it is necessary to create and use interactive material,
taking into consideration that students are not used to employing this type of resources.
Moreover, if the lesson is with a large class, as it is usual in Chilean classrooms, some of
the students will have none or little chance to speak their minds considering the ninety-
minute class per week.
Another important drawback of using interactive material is to face the fact that students
will not participate actively because of their lack of knowledge or their deficient lexis. And
even though, nowadays, teachers would enhance fluency instead of accuracy,
emphasizing meaning rather than form, this may actually interfere with the proper delivery
of the intended message. EFL students spend considerable time acquiring lexis;
nevertheless, it is complex to utilize vocabulary in authentic situations ever since
textbooks do not offer satisfactory information on usage.
Halliday (1978, p.1) stated that “language is a product of the social process” and
“language arises in the life of the individual through an ongoing exchange of meanings
with significant others”. Numerous linguists have proposed the significance of placing
lexis, not grammar, as the core of the classroom in order to facilitate learners to develop
their skills to use English for real communication purposes.
On behalf of the use of technology as interactive material, one important drawback

regarding to it is that the overuse of any sort (Interactive Whiteboards, PowerPoint
activities, web pages, etc.) can lead to become just a fascinating and marvelous
presentation rather than a challenging and motivating environment for education.
16
Another drawback that can be presented is that it is difficult for some teachers to put
interactive material into practice, taking into consideration that most of the educators are
used to the same drills and activities, so forcing them to use it can lead to frustration on
the account of the teacher.
Different, but still related drawbacks delay the implementation of interactive lessons and
material inside a classroom. Limited class time, amount of students in a classroom, level
of English, deficient lexis, etc., may seem serious topics that teachers nowadays have to
overcome.
The interactive material is an essential part in the EFL classroom since the theoretical part
is related to a real-life situation and this makes content easier to understand. This kind of
material helps students to increase their self-confidence and improves their
communicative skills with their peers. Besides, through this material the teachers can
motivate the students to develop aspects related to the critical thinking and the oral and
written language. There is no doubt that the interactive material is a useful tool that
Chilean teachers can incorporate in their classroom to improve students ‘skills.
And while interaction is the teachers’ goal, motivation is the key ingredient to achieve it.
Motivation as a term is rather difficult to define; so, motivated learner is a more proper
term when talking about educational issues, that is, a student disposed to invest effort in
learning activities, will achieve progress. Motivation in students makes teaching and
learning more productive; therefore the context and the tasks need to be selected
according to the students’ environment and their interests, so, eye-catching resources and
games provide classes effectively successful.
17
METHODOLOGICAL FRAMEWORK
Introduction
The ability of humans to assimilate logical patterns, to observe new experiences and get
conclusions is the basis of intelligence. Increase knowledge requires experience and a
systematic approach that allows the comparison of a situation with another. These
comparisons allow drawing conclusions and formulating new ideas with regard to the
reality. A way in which people can get answers to questions is through research. This is
in simple terms a generation of knowledge, and the importance of this lies in the solution
of problems. Basically, the investigation's main objectives are the generation of knowledge
through the production of new ideas; and the solution of practical problems. According to
Creswell (2002), in order to conduct good research, it is necessary to consider some
aspects such as:
Objectivity: that, what is being investigated really exists outside the presence or interest
of the researcher.
Precision: The investigation has to show conciseness and rigorous accuracy in language
or style. It can clearly identify what is meant.
Verification: It can be verified by further research.
Concise explanation: It shows a brief and accurate description of the result.

18
Based on data: It is not based on opinions. It is derivative from proven practical

experience.
Reasons and logical: It is the product of the thought process. It is Inferred from a set of
principles, o induced, extracted from particular experiences.
Clear Restrictions: It has to be considered the accuracy of the limitations of the research
and its results. Also there should be considered the conclusions of statistics and
probability, if applicable.
During the investigation, the researchers have to make decisions, collect data, analyze
information and results, and choose the instruments to be applied. Thus, it is important to
have a clear idea about what an investigation is, and what the main characteristics that
have to be considered are in order to carry out an effective investigation.
19
Epistemological approach
Fig 3. The chart shows the epistemology as pursuit of knowledge.5
Wiersma, (2000) concurs with Delanty and Strydom (2003) and define epistemology as
the study which investigates the possibility, limits, origin, structure, methods and
truthfulness of knowledge and how knowledge can be acquired, validated and applied.
Walker and Evers (1988) put it simple and say that epistemology is concerned with how
phenomena can be made known to the researcher. According to Brewerton & Millward
(2001), the term refers to the inquiry of what differentiates defensible belief
from opinion. Epistemology can sometimes also have a major impact on the data
collection choices as well as on the methodology in a search process (Hitchcock
& Hughes, 1995; 19).
In summary, epistemology tries to answer the following questions:
•What is the source of knowledge? (Delanty and Strydom, 2003)
•Can knowledge of the world be gained? (Delanty and Strydom, 2003)
5
Adapted from the book: The value of knowledge and the pursuit of understanding by Jonathan L. (2007)
20
•Can knowledge of reality be established by some empirical evidence? (Delanty and

Strydom, 2003)
•Can knowledge of reality be deduced from premises? (Maykut and Morehouse, 1989;
Gall et al, 2003)
•What are the presuppositions of knowledge? (Delanty and Strydom, 2003)
•What are the methodological problems of knowledge? (Delanty and Strydom, 2003)
•What are the problems of validating truth? (Delanty and Strydom, 2003)
•How can knowledge be communicated to other human beings? (Burrell and Morgan,
1979).
These questions sometimes also have direct implications for the concerns of researchers
as any contrasting epistemology of human beings sometimes can demand different
research methodology (Burrell and Morgan, 1979).
The qualitative research prevents quantification. Qualitative researchers make narrative

records of the phenomena that are studied by techniques such as participant observation
and unstructured interviews. Besides, the qualitative research study reality in its natural
context and how it happens, taking and interpreting events according to the people
involved. It uses a variety of tools to collect data such as interviews, pictures,
observations, life stories, in which routines and problem situations are described, as well
as the meanings in the lives of the participants. (Blasco and Pérez, 2007, p.25).
On the other hand, it uses the collection and analysis of data to answer research questions
and test hypotheses previously established, and it relies on numerical measurement, and
often uses statistics to pinpoint patterns of behavior in a population. In words of Gómez
(2006), in the quantitative research data collection is equivalent to measuring; according
to the classic definition of the term, measuring means assigning numbers to objects and
events according to certain rules.
The objective of any science is to acquire knowledge and the choice of an adequate
method that allows the researchers to meet the reality, is fundamental. The problem arises
when the knowledge, being erratic or vice versa, is accepted as true. The inductive and
21
deductive methods have different objectives and they could be summarized as

development of the theory and analysis of the theory respectively. The inductive methods
are generally associated with the qualitative research while the deductive methods are
frequently associated with the quantitative research.
 The quantitative research is the one in which data is gathered and the quantitative
data is analyzed over variables.
 The qualitative research avoids quantification. Qualitative researchers create
narrative registries of the phenomenon, which are studied by means of techniques
as the participative observation and the non-structured interviews.
 The fundamental difference between both methodologies is that the quantitative
studies the association or relation between quantified variables and the qualitative
does it in structural and situational contexts.
 The qualitative research tries to identify the deep nature of realities, the relation
system, the dynamic structure; meanwhile, the quantitative research tries to
determine the strength of association or the correlation between variables, the
generalization and the objectiveness of the results through a sample to make
inference to a population in which the whole sample proceeds.
The use of both quantitative and qualitative procedures on a research probably could help
to correct the appropriate bias of each method, although the fact that the quantitative
methodology is the most employed one is not a product of pure luck but mainly the
evolution of the scientific method through the years.
Differences between qualitative and quantitative
Qualitative research Quantitative Research
Focused on phenomenology and Based on the logical positivism of the

comprehension probabilistic induction
Naturist observation without control Controlled and penetrating measurement.

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Subjective Objective
Inference on the data Inferences beyond data
Exploratory, inductive and Confirmatory, inferential, deductive

descriptive.
Oriented on the process Oriented on the result
"Rich and profound" Data "Solid and repeatable" Data
Not generalized Generalized
Holist Particularistic
Dynamic Reality Static reality
Fig. 4 the chart shows the difference between qualitative and quantitative research.
Advantages and disadvantages of the qualitative versus quantitative methods.
Qualitative methods Quantitative Methods
Tendency to “communicate with” the Tendency to “use” the subjects of

subjects of study. study.
It is restricted to ask It is restricted to answer

23
Strong in terms of internal validity. Weak in terms of internal validity as it is

almost never known if it measures what
it is wanted to be measured.
Weak in terms of external validity, as Strong in terms of external validity, as

findings are not generalizable to the findings are generalizable to the
population. population
Fig.5 the chart shows the advantages and disadvantages of the qualitative versus quantitative methods.
Kind of research
When doing an investigation, there are several judgments to be made in order to choose
the best suitable option to analyze the data gathered in the checklist. There are 9 different
methodological researches, useful in their own line of investigation.
The methodologies are as follows:
• Basic investigation:
It also receives the name of theoretical or dogmatical investigation. It’s part of a theoretical
framework and stays in it. It formulates new theories or modifies the ones in existence,
increasing the philosophical or scientific knowledge.
• Applied investigation:
This type of investigation also receives the name of practical or empirical. It tries to find
the usage of the acquired knowledge. It is highly linked to the basic investigation, since it
depends on the results of the latter.
• Documentary investigation:
24
This type of investigation is carried out by using documents of any kind. As a subtype the
bibliographical investigation can be found as it is based on consulting books.
• Field investigation:
This type of investigation is supported with information coming from interviews,

questionnaires and observations.
• Experimental investigation:
This type of investigation obtains its name from intentional activity conducted by the
researcher, and it is aimed to modify the reality with the purpose of creating the
phenomenon studied and observed in it.
• Exploratory investigation:
This type of investigation is carried out with the purpose of highlighting the fundamental
aspects of a determined problematic and to find the adequate procedures to elaborate an
investigation.
• Descriptive investigation:
This type of investigation uses the analytic method, characterizing a study object or a
concrete situation to point out its characteristics and properties. Combined with certain
classification criteria it groups the objects involved in the research.
• Explicative investigation:
This type of investigation requires the combination of the analytical and syntactical
methods; it is about giving an answer to the object being studied.
The method chosen for this investigation will be the exploratory research, for the reason
that it is intended to give a general overview regarding a certain reality. This type of
research is conducted in the absence of previous research on the subject of study or the
knowledge of the subject is so vague and imprecise that prevents researchers from
drawing conclusions about what aspects are relevant and which are not, and for this
reason it is required firstly to explore and investigate.
25
In order to explore a relatively unknown subject, there is a wide range of media and
techniques to collect data in various sciences such as specialized literature review,
interviews and questionnaires, participant and non-participant observation, and case
tracking. Exploratory research will end when, from the data collected, the researcher can
create a strong theoretical and epistemological framework to determine which factors are
relevant to the problem to be investigated.
Process to collect data
The instruments used in this investigation were checklists. The purpose of these checklists
is to collect information from the participants. The process to collect data followed the next
stages:
 Elaboration of the instruments

 Revision of the instruments
 Identification of grades
 Conduction of the checklists
 Analysis of data collected
Setting Scenario
This investigation is going to be carried out at 3 municipal schools. The main idea is to set
the context of the students involved in this investigation, and therefore it is important to
mention the following aspects:
- Escuela Elba Ojeda: Municipal rural school. One grade per level, from Kinder to 8 th
grade.
- Escuela Villa Las Nieves: Municipal school. Two grades per level, from Kinder to
8th grade.
26
- Liceo María Behety de Menéndez: Municipal school. Five grades per level from 1st
to 2nd grades at High School. Three grades per level from 3 rd to 4th grades at High
School.
ESCUELA ELBA OJEDA
Being one of the most long-standing schools in Punta Arenas with its 97 years, Escuela
Elba Ojeda Gómez has as a purpose to potentiate the cognitive abilities and the
intellectual competences of the students, allowing them to get on in a society with high
demands. They also propose a good development in the sports, cultural, artistic and
environmental areas, favoring the integral development of the student.
The school also seeks to strengthen the interpersonal relationships, acceptance of the
diversity and a healthy coexistence among its 168 students.
The school seeks from improvement in the students’ performance within the four main
subjects every year, from Kindergarten to 8th grade by using technological and interactive
resources. Besides, it promotes and stimulates the participation in activities with cultural,
sports, artistic and environmental character.
ESCUELA VILLA LAS NIEVES
The visión
The vision of the establishment is to develop a welcoming school, with high academic
achievement, that allows teachers to train young people with an optimal integral
development, and also to help them to be part of a healthy environment which enhances
27
the quality of life of the people and promotes the adaptation to the changes that the society
is generating.
The identity
This is a public school that serves students in levels of Preschool and Primary Education
(until 8° grade), with full school day, and an inclusive learning program, with Environmental
Certification. The School was established in order to serve the population of the sector,
which has grown in the last years. Besides, the school is meeting requirements of other
sectors of the community.
The commitment as school is to achieve integration and responsibility for all levels of
the educational community in order to improve learning and raise student achievement
through the following guiding principles that the MINEDUC has established: Quality, equity
and participation.
The mission
The mission is to develop a school with an environmental approach that proposes a

healthy lifestyle and is committed to delivering a renewed education, helping people to
integrate themselves and collaborate in a more humane, just and caring society,
respecting cultural diversity.
General purpose
The school’s objective is to achieve a comprehensive development of the students

through a renewed education in order that all students can achieve a better learning, by
28
learning to know, learning to be and learning to live together with the participation and
commitment of the entire school community.
History of the school
The Escuela Villa Las Nieves is inserted in the north-western sector of the city of Punta
Arenas in the street of the same name. The school was founded on March 13, 1992 as
an elementary school, in order to serve the population of the sector which did not have an
educational institution to cover the universe of children of the area. Currently, 40% of
students come from the sector, and 60% come from other sectors of the city resulting in
a diversity of students. In 2000 it became in a full day school, which reinforced the
requirements of the Education Reform whose principles were: equity and quality for the
children. In 2004 the establishment scored Environmental Certification, a nationally
longing goal which led them to work with institutions such as CONAF, CONAMA, UMAG.
In 2006 the school obtained the Environmental Certification again.
The school is governed by the curriculum of the Ministry of Education. The Escuela Villa
Las Nieves, through teachers, incorporates in the classroom diverse methodologies to be
at the level of modern education, and also the school tries to focus on the development of
thoughts, skills and diverse competences.
LICEO POLIVALENTE MARÍA BEHETY DE MENÉNDEZ
The high school dates back to the first “Escuela Vocacional”, founded in 1940.
It was located on Chiloé Street and consisted, mainly, on fashion, knitting, lingerie, child’s
fashion, toys and domestic economy workshops, being Madam Clara Cid Baeza de
Chamorro the first principal.
In 1949, under the donatives of the Menéndez Behety family, the school was moved to
Ignacio Carrera Pinto Street, formerly known as Ecuatoriana Street so as to provide a
superior structure to achieve a better educational labor.
29
On early years, it worked as a boarding school for women, which had 220 students
approximately.
30 years after the foundation, in 1979, the name "Liceo Técnico B-4 María Behety de
Menéndez" was granted.
From 1998 on, the establishment became a mixed school with the arrival of 6 men. Next
year, and with the educational reform in Chile, the scientific - humanistic modality was
incorporated. And that is how, from 2001 onwards, it became a polyvalent high school.
The vision
The Liceo Maria Behety de Menéndez is a municipal formative educational institution in

both professional and scientific - humanistic formation, which seeks to implement an
educational model based on a democratic and pluralist teaching, giving chances to project
themselves with security and confidence in a society which becomes more exigent, both
human and professionally.
The mission
Their educational project offers a polyvalent education that seeks to tribute to an integral
formation, in values and the academic field alike, allowing students to become part of the
society in a productive and responsible manner.
General principles
The high school, declares itself as a formative educational institution in both professional
and scientific - humanistic formation, dependent of the municipality of Punta Arenas,
having as a sustainer the municipal corporation for the education, health and minor
assistance.
Their educative action is divided into three main aspects: training, coaching and
production, being the first the most essential.
30
Objectives
Institutional objectives
 To promote a climate where the respect, the trust and the communication should
be evident among their members, in order to stimulate the participation and the
commitment of the members of the educational community, to raise the quality of
education and the integral formation of the students.
 To effectively create the environment that contributes to keep a healthy
coexistence, through adequate communicational techniques, generating and
contributing to situations of experience and of participation to strengthen the
conviction of students’ self-esteem and respect for the others.
Institutional specific objectives

 To modernize the high school administrative paperwork with actions that favor the
global functioning of the establishment in an organizational and motivational
atmosphere for all the members.
 To promote activities of encounter and participation in formal and informal activities
with all the members of the educational community.
 To motivate the students towards a better commitment with their own learning.
 To raise the rate of performance and to reduce the school dropout.
 To contribute to the strength of the family role of students.
 To motivate the family commitment with the learning of the young students.
Limitations of the study
When a research is done, not everything is perfect, there are always factors that come
across, and considered as problems in the investigation. The results may somewhat
influence the efficacy and consistency of the results; when there are more students
31
participating, the more reliable the information becomes. The limitations found during the
development of the study are detailed below.
Accessibility: All schools and high schools in which the checklists were applied were
easy to contact as they are within the city limits, only the Escuela Elba Ojeda is difficult to
reach as it is located in the Camino Norte Km. 13, 5.
Type of school: The three schools where the checklists were applied, have different
backgrounds. The three of them are municipal, but two are primary schools while the other
one is a high school. Liceo María Behety de Menéndez and Escuela Villa Las Nieves are
located in the city, while Escuela Elba Ojeda is considered a rural school.
Level of English: The students have different levels of English. Some of them have
intermediate level while the rest have a basic knowledge of the language. These students
require more help to complete each task, while the rest are able to work on their own.
Age of the students: The age of the students varies at each school or high school were
the data was collected, from the age of 8 and 9 to the age of 14 and 15. Considering this
point there are factors that may vary as students consider the process of life in which they
are in, and from that point of view answered the checklist.
Attendance: The results may fluctuate regarding the amount of students present in the
classroom at the moment of applying the instruments to collect data as; the number of
absentees is something that escapes the teacher’s control.
The study will describe the results in different educational entities, and the evidence
collected will have a vital role when applying the method chosen to fit the data.
It is important to remark that every educational place has its own distinctive methods,
considering the amount of hours dedicated to the vernacular language or other factors,
such as the socio-economic impact, and the importance the school gives to the target
language.
32
ANALYSIS
Instrument for students at Escuela Villa Las Nieves
Grade: 3°A Primary School
School: Villa Las Nieves
Questions Number of Number of

students who students who
answered “Yes” answered “No”
Do I like interactive classes? 22/26 4/26
Do I like speaking in English? 18/26 8/26
Do I like working in pairs? 22/26 4/26
Do I like working in groups? 24/26 2/26
Does my teacher interact with me? 24/26 2/26
Does the teacher support the students? 23/26 3/26
Does the teacher answer my questions? 22/26 4/26
Does the teacher use games in class? 17/26 9/26
Does the teacher allow me to give my 25/26 1/26

opinion?
Does the teacher allow us to learn by 22/26 4/26

ourselves?
Fig. 6 chart referring to the development of the classes and the activities that are applied daily.
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Observation checklist
Teacher: Ana Luisa Burgos
Grade: 3ºA
Amount of students: 31
Date: 08 – 09 – 2014
YES NO
1 The classroom is structured to enhance learning (whiteboard, X
lightning, ventilation, etc.).
2 The materials/resources for the class were prepared ahead of X
time.
3 The students' behavior is addressed and given attention by the X
teacher.
4 Students work in pairs. X
5 Students work in groups. X
6 The teacher explains all the lesson in English. X
7 The teacher explains most of the lesson in English. X
8 The teacher explains few parts of the lesson in English. X
9 The teacher does not explain the lesson in English at all. X
10 The teacher answers students’ questions. X
11 The teacher uses games in the class. X
12 The teacher allows students to give their opinion. X
13 The teacher allows students to be part of their learning X
process.
14 The teacher interacts positively and effectively with the X
learners.
15 The teacher is flexible in his/her time management. X
34
16 The teacher prepares materials/resources appropriate to the X

students' grade.
objectives of the lesson.
18 The teacher shows proficiency in the target language. X
19 The teacher shows mastery of the subject matter. X
Fig. 7 chart referring to the strategies the teacher applies in the English class.
Results of the instrument for students in Escuela Villa Las Nieves
The next graphics represents the answers given by the students from a third grade in Villa
Las Nieves primary school.
Question 1 Students’ answer Students’ answer

(positive) (negative)
Yes No
Do I like interactive 22 students= 85% 4 students = 15%

classes?
Fig. 8 chart referring to the amount of students that delivered positive and negative answers to the
question formulated.
35
100%
90% 85%
80%
70%
60%
50%
40%
30%
20% 15%
10%
0%
Do I like interactive
classes
Positive answer 85%
Negative answer 15%
Positive answer Negative answer
Graph 1
The results obtained in this category indicate that 85% of the students express that they
like interactive classes, and 15% of the students say that do not like interactive classes.
There are some factors that can cause the negative responses, like the creativity applied
in the creation of the material. In education, creativity is important because it can improve
academic attainment. In words of Fisher (2004), “when students are assessed in ways
that recognize and value their creative abilities, their academic performance improves.
Creative activity can rekindle the interest of students who have been turned off by school
and teachers who may be turned off by teaching in a culture of control and compliance.”
For this reason, it is crucial that teachers elaborate attractive materials for the students
and update them with frequency. Another important factor that may produce a negative
response towards the interactive material are the instructions given by the teacher to the
students. The teacher has to explain in detail the steps that the students must follow to
work with the interactive material in a successful way. Besides, the teacher has to give
the instructions not only orally but also write them on the whiteboard. In addition, the
teacher has to ask the students to repeat what she said in order to check if the instructions
were thoroughly understood by the students. As a conclusion, the results prove that these
36
are some aspects the teacher must take into consideration for the reason that some
students are developing a negative opinion towards the interactive materials because the
instructions are not clear enough, or probably the teacher needs to create attractive
material in order to captivate the students' interest.

Yes No
Do I like speaking in 18 students= 69% 8 students = 31%

English?
100%
90%
80%
69%
70%
60%
50%
40%
31%
30%
20%
10%
0%
Do I like speaking in
English
Positive answer 69%
Negative answer 31%
Graph 2
like speaking in English, and 31% of the students do not like the target language. The lack
37
of motivation may be the main reason why a percentage of students do not feel interested
in the English language. If the class is not sufficiently dynamic, entertaining and
motivating, probably the students will not pay attention to the contents that are being
taught. According to Brown (2001), “motivation is the extent to which you make choice
about goals to pursue and the effort you will devote to that pursuit”. Thang (2011), says
that students with positive attitudes and high level motivation will be more successful
compared to those with negative attitudes and no motivation. For this reason, the
methodologies applied and the material used in the class must be attractive and adapted
to the reality of the students. In addition, students must have more opportunities in which
they can practice and participate in class, so as to produce their own learning.

Yes No
Do I like working in 22 students= 85% 4 students = 15 %

pairs?
38
100%
90% 85%
80%
70%
60%
50%
40%
30%
20% 15%
10%
0%
Do I like working in
pairs?
Positive answer 85%
Negative answer 15%
Graph 3
like working in pairs, and 15% of the students do not like working with a partner. The
negative response may be based on previous experiences in which just one of the
students developed the whole task. . According to Goldberg (2009), working in pairs gives
individual students a lot of speaking time. If students are competing with their partners,
they will be more motivated. Thus, it is important that the teacher divides the task among
the two students who are working together. The teacher must give to each student
responsibilities, thus both students will be able to develop the activity, and also the teacher
will avoid arguments between the students.

Yes No
39

groups?
100% 92%
90%
80%
70%
60%
50%
40%
30%
20%
8%
10%
0%
groups?
Positive answer 92%
Negative answer 8%
Graph 4
like working in groups, and 8% of the students do not like working in groups. As it was
mentioned above, the students express a negative reaction towards team work for the
reason that they have experienced situations in which just two or three students have
been completing the task, while the rest have been waiting for the results. The teacher
has to give clear rules regarding the work in teams. Each member must have an activity
to complete, and each student in the group has to give ideas to develop the task
effectively. Also, the teacher must supervise that all the members of the group have a
responsibility, and remind them to respect their classmates’ opinions. According to
Goldberg (2009), the advantage of small group work, is that it promotes maximum
participation from all students. In a small group situation, ideally all students are involved
40
in both "thinking and doing." For this reason it is important to encourage team work among
students.

Yes No
Does my teacher 24 students= 92% 2 students = 8 %

interact with me?
100% 92%
90%
80%
70%
60%
50%
40%
30%
20%
8%
10%
0%
Does my teacher
interact with me?
Positive answer 92%
Negative answer 8%
Graph 5
think the teacher works together with the students, and 8% of the students believe the
teacher does not interact with the class. There are instances in which the students have
participation during the whole class. In words of Dagarin (2004), “successful interaction is
the basis of positive human relationships among people. Similarly to everyday-life
41
interaction, students have to be trained to be effective communicators in a foreign

language. They are able to ask questions, give opinions, ideas, and share experiences,
but because of time, just a few students have the opportunity to participate actively. The
teacher can communicate just with some students and the interaction cannot be
maintained with the entire class. This is a common drawback in every class, thus the
teacher has to establish an amount of time to allow each student to talk in the class.

Yes No
Does the teacher 23 students= 88% 3 students = 12 %

support the students?
100%
88%
90%
80%
70%
60%
50%
40%
30%
20% 12%
10%
0%
Does my teacher
support the
students?
Positive answer 88%
Negative answer 12%
Graph 6
42
The results obtained in this category indicate that 88% of the students think the teacher
supports the class, and 12% of the students believe the teacher does not support the
class. According to Cook (2006), teachers have to help students to develop intellectually
and personally. Generally, the teacher tries to help every student in the class, but there
are occasions in which some students need more support than others, and they feel that
the teacher is not doing a good job because they are not receiving all the necessary
attention. The teacher has to help each student in the class, as well as to give them the
necessary tools to guide them to build their own learning.

Yes No

answer my questions?
questions formulated.
100%
90% 85%
80%
70%
60%
50%
40%
30%
20% 15%
10%
0%
Does my teacher
answer my
questions?
Positive answer 85%
Negative answer 15%
Graph 7
43
The results obtained in this category indicate that 85% of the students express that the
teacher does not answer their questions, and 15% of the students believe the teacher
gives answers to their doubts. According to NUS Handbook on teaching (2008), “Students
are more likely to learn and remember if the teacher answers their questions when they
ask them. Nevertheless, on certain occasions teacher may decide to put off answering a
question, when she/he is very short of time, especially if the answer is complex, or when
the material will be covered in an upcoming class, or when the answer is of interest to only
a few students”. Probably the questions formulated by the students are not clear enough
and the teacher cannot give an appropriate answer. There are some students who have
several questions but they do not have the opportunity to ask the teacher because there
is not enough time, for the reason that the teacher has established an amount of time for
each activity. Also, there are occasions in which students ask questions that do not have
an answer, or are really complicated and the teacher does not have an immediate answer.

Yes No
Does the teacher use 17 students= 65% 9 students = 35 %

games in class?
44
100%
90%
80%
70% 65%
60%
50%
40% 35%
30%
20%
10%
0%
Does the teacher
use games in class?
Positive answer 65%
Negative answer 35%
Graph 8
The results obtained in this category indicate that 65% of the students affirm that the
teacher uses games in class, and 35% of the students state that the teacher does not
perform any game in class. In words of Ludewig (2007), games are useful to engage
students in the learning process, for the reason that games help students to develop tasks
like grammar rules, vocabulary and reviewing for tests because games add an element of
competition that motivates and energizes students. It may happen that the games carried
out by the teacher are not performed frequently. Also, it is possible that the teacher does
not clarify when they are doing an activity or playing a game. This can cause confusion
among the students, since they think they are working on an activity instead of playing a
game. The teacher has to create moments in which games become in the main tool
implemented in the class routine.
45

Yes No
Does the teacher allow 25 students= 96% 1 students = 4 %

me to give my opinion?
100% 96%
90%
80%
70%
60%
50%
40%
30%
20%
10% 4%
0%
Does the teacher
allow me to give my
opinion?
Positive answer 96%
Negative answer 4%
Graph 9
The results obtained in this category indicate that 96% of the students sustain the teacher
allows them to give their opinion, and 4% of the students express that the teacher does
not allow them to express their ideas. In words of Goldberg (2009), to allow students to
express their opinions is a way of testing how things are going in the teaching-learning
process.
The students who answer the question negatively, probably are students that raise their
hands just to talk about topics that are not related to the subject which is being taught,
and for this reason the teacher does not allow them to express their opinion frequently.
46
The teacher must teach to the students how to develop meaningful opinions and by doing
this, the teacher avoids opinions out of context and every student in the classroom will
have the chance to participate during the class.

Yes No

us to learn by
ourselves?
100%
90% 85%
80%
70%
60%
50%
40%
30%
20% 15%
10%
0%
Does the teacher
allow us to learn by
ourselves?
Positive answer 85%
Negative answer 15%
Graph 10
The results obtained in this category indicate that 85% of the students confirm the teacher
allows them to learn by themselves, and 15% of the students uphold that the teacher does
not do it. Sometimes the teacher gives a task to be completed by the end of the class, but
47
not all the students are able to work on their own. In these occasions, the teacher helps
the students to complete the task, but instead of giving them the tools and guidelines, the
teacher works with those students the whole class. As a consequence, these students are
not able to build their own learning because they do not have any chance to analyze the
information and try to get their own conclusions. According to David and Macfarlane-Dick
(2006), “good feedback practice is anything that might strengthen the students’ capacity
to self-regulate their own performance” (p205). Teachers have to deliver good feedback
in order to help students to solve their task and encourage them to find out their own
answers.
Instrument for students at Liceo María Behety de Menéndez
Grade: 1°C High School
School: Liceo María Behety de Menéndez
Questions Number of Number of

answered “Yes” answered “No”
Do I like interactive classes? 23/30 7/30
Do I like speaking in English? 15/30 15/30
Do I like working in pairs? 20/30 10/30
Do I like working in groups? 26/30 4/30
Does my teacher interact with me? 24/30 6/30
Does the teacher support the students? 25/30 5/30
Does the teacher answer my questions? 28/30 2/30
Does the teacher use games in class? 13/30 17/30

48
Does the teacher allow me to give my 27/30 3/30

opinion?
Does the teacher allow us to learn by 22/30 8/30

ourselves?
Fig. 18 chart referring to the development of the classes and the activities that are applied daily.
Teacher: Carla Alvarez
Grade: 1ºC
Date: 08-09-2014
YES NO
1 The classroom is structured to enhance learning (whiteboard, X
2 The materials/resources for the class were prepared ahead of X
time.
3 The students' behavior is addressed and given attention by the X
teacher.
4 Students work in pairs. X
5 Students work in groups. X
6 The teacher explains all the lesson in English. X
7 The teacher explains most of the lesson in English. X
8 The teacher explains few parts of the lesson in English. X
9 The teacher does not explain the lesson in English at all. X
10 The teacher answers students’ questions. X
11 The teacher uses games in the class. X
12 The teacher allows students to give their opinion. X
49
13 The teacher allows students to be part of their learning X

process.
14 The teacher interacts positively and effectively with the X
learners.
15 The teacher is flexible in his/her time management. X
students' grade.
18 The teacher shows proficiency in the target language. X
19 The teacher shows mastery of the subject matter. X
Results of the instrument for students at Liceo María Behety de

Menéndez
The next graphics represents the answers given by the students from a first grade in Liceo
María Behety de Menéndez High School.

Yes No

classes?
50
100%
90%
80% 77%
70%
60%
50%
40%
30% 23%
20%
10%
0%
classes
Positive answer 77%
Negative answer 23%
Graph 11
like interactive classes, on the other hand 23% of the students do not like interactive
classes. There are some factors that can cause the negative responses, such as the level
of complexity of the interactive materials. If the material given has items that are quite
difficult to be understood, the students may experience grades of frustration because they
are not able to complete the items required by the teacher, also, it could be the creativity
applied in the creation of the material. Teachers must elaborate attractive materials for
the students and update them with frequency. Finally, an important factor that may
produce a negative response towards the interactive material are the instructions given
by the teacher to the students. The teacher has to explain in detail the steps that the
students must follow to work with the interactive material in a successful way. The results
prove that these are some aspects the teacher must take into consideration, for the reason
that some students are developing a negative opinion towards the interactive materials.
51

Yes No
Do I like speaking in 15 students= 50% 15 students = 50%

English?
100%
90%
80%
70%
60%
50% 50%
50%
40%
30%
20%
10%
0%
English
Positive answer 50%
Negative answer 50%
Graph 12
like speaking in English, and evenly, 50% of the students do not like the target language.
In this case we have a matching percentage in both positive and negative answers which
is basically divided due to the lack of motivation of some students so they do not feel
interested in the English language. If the class is not sufficiently dynamic, entertaining and
motivating, probably the students will not pay attention to the contents that are being
taught. As stated by Seefelt (n.d) it is quoted that “Children need to learn that what they
say will be valued and clearly acknowledged”; “Everyone, especially children, must feel a
52
measure of safety and security before they can express themselves freely and openly”.
For this reason, the methodologies applied and the material used in the class must be
more attractive and should be adapted to the reality of the students, it means, based on a
context that is similar to everyday life. On the other hand, students that like to speak in
English are the ones that have a previous learning on the subject, so they feel comfortable
and secure when speaking or raising their hands to ask for something that they do not
know, as they are eager to learn more than what they already master.

Yes No

pairs?
100%
90%
80%
70% 67%
60%
50%
40% 33%
30%
20%
10%
0%
pairs?
Positive answer 67%
Negative answer 33%
Graph 13
53
The results obtained in this category portrays that 67% of the students express that they
like working in pairs, whereas 33% of the remaining students do not like working with a
partner. Why do students like to work in groups? As stated by Jones (2012) “Students
often feel less inhibited in a pair, and they can talk about more personal feelings or
experiences than they would do, even in a small group. Pairs seem to be more conducive
to cooperation and collaboration”. The negative response may be based on previous
experiences in which just one of the students developed the whole task. It is important
that the teacher divides the task among the two students that are working together.
Teachers must give each student the same responsibilities, thus both students are able
to develop the activity, and also the teacher can avoid discussion between the students.
Another problem that arouses is that on this stage in which students are in, where they
have more than one friend, they feel that they want to work with more than two members,
as one classmate can feel left out because he/she was not chosen over the other. As
stated by Jones (2012), “Most students prefer to work with friends or with people they get
along with, which is understandable. They may resent being paired with people they don’t
know, or with those who have weaker English skills”.

Yes No

groups?
54
100%
90% 87%
80%
70%
60%
50%
40%
30%
20% 13%
10%
0%
groups?
Positive answer 87%
Negative answer 13%
Graph 14
The results obtained in this category indicate that 87% of the students enjoy working in
groups, and 13% of the students do not concur. As it was mentioned above, some
students express a negative reaction towards team work, for the reason that they have
experienced situations in which just two or three students have been completing the task,
while the rest have been waiting for the results. The teacher must give clear rules
regarding the work in teams. Each member must have an activity to complete, and each
student in the group has to give ideas to develop the task effectively. Also, the teacher
must supervise that all the members of the group have a responsibility, and remind them
to respect their classmates’ opinions. According to Jones (2012), it may be needed to
arrange pairs and groups differently for different kinds of activities, sometimes putting
weaker and stronger students in different groups, sometimes mixing weaker and stronger
students (in the hope the stronger ones will encourage and help the weaker ones), and
sometimes giving students different tasks according to their strengths and weaknesses.
On the other hand, students feel more secure when working with more than one classmate
or friend, as they feel like they can spend time working with their friends as they most of
the time choose their peers by assimilating friendship and work. Teachers should
55
encourage students to work with different classmates and not only with the ones that they
have friendship’s linkage, although most of them do not work at full potential when seated
to work with others that are not normally their companions in group work.
As reported by Jones (2012), it is difficult or hard to create group works in a very large
class, particularly if they meet only once a week. It may have to rely mostly on hope for
the best when arranging groups. Mistakes are sure to happen: Weaker students may not
be able to cope, and stronger students may get bored.

Yes No

interact with me?
100%
90%
80%
80%
70%
60%
50%
40%
30%
20%
20%
10%
0%
Does my teacher
interact with me?
Positive answer 80%
Negative answer 20%
Graph 15
56
think the teacher interacts with the students, and 20% of the students believe the teacher
does not interrelate with the class. There are instances in which the students have
participation during the whole class. They are able to ask questions, give opinions, ideas,
and share experiences, but because of time, just a few students have the opportunity to
participate actively. The teacher can communicate just with some students and the
interaction cannot be maintained with the entire class. This is a common drawback in
every class, thus the teacher has to establish an amount of time to allow each student to
talk in the class.

Yes No

100%
90% 83%
80%
70%
60%
50%
40%
30%
17%
20%
10%
0%
Does the teacher
support the
students?
Positive answer 83%
Negative answer 17%
Graph 16
57
supports the class, and 17% of the students believe the teacher does not support the
class. Generally, the teacher tries to help every student in the class, but there are
occasions in which some students need more support than others, and they feel that the
teacher is not doing a good job because they are not receiving all the necessary attention.
The teacher has to help each student in the class, and give them the necessary tools to
build their own learning.
In addition to this, some students do not like the English class, so they once in a blue
moon, want to work, because they feel that they enjoy the class, although teachers are
reluctant to them, for previous behaviors the students had, thus teachers do not stand
them; teachers must considered that pupils also get bored about some topics and they
feel interest on others, so educators must recognize these phases in learners in order to
support them when they need it.

Yes No
Does the teacher 28 students= 93% 2 students = 7%

58
100% 93%
90%
80%
70%
60%
50%
40%
30%
20%
7%
10%
0%
Does the teacher
answer my
questions?
Positive answer 93%
Negative answer 7%
Graph 17
teacher answers their questions, and 7% of the students believe the teacher does not give
responses to their doubts. There are some students who have several questions but they
do not have the opportunity to ask the teacher because there is not enough time. Probably
the questions formulated by the students are not clear enough and the teacher cannot
give an appropriate answer. Although, even though it can be a misleading question or a
not very clear answer, they feel that the teacher tries to answer everyone’s questions so
they feel comfortable with this.

Yes No

games in class?
59
100%
90%
80%
70%
57%
60%
50% 43%
40%
30%
20%
10%
0%
Does the teacher
use games in class?
Positive answer 43%
Negative answer 57%
Graph 18
The results obtained in this category indicate that 43% of the students affirm the teacher
uses games in class, and 57% of the students confirm that the teacher does not perform
any game in class. It may happen that the games carried out by the teacher are not
performed frequently or are difficult to follow. Also, it is possible that the teacher does not
make clarifications when they are doing an activity or playing a game. This can cause
confusion among the students, since they think they are working in an activity instead of
playing a game.

Yes No

questions formulated.
60
100%
90%
90%
80%
70%
60%
50%
40%
30%
20%
10%
10%
0%
Does the teacher
allow me to give my
opinion?
Positive answer 90%
Negative answer 10%
Graph 19
The results obtained in this category indicate that 90% of the students confirm the teacher
allows them to give their opinion, and 10% of the students affirm that the teacher does not
let them express their ideas. The students who answer the question negatively, probably
are students who normally talk about other things instead of the topic being taught, or they
are generally doing other things, disturbing the class and for this reason the teacher does
not allow them to express their opinion frequently. The teacher must teach the students
how to develop meaningful opinions and by doing this, the teacher avoids ideas out of
context and every student in the classroom will have the chance to participate during the
class.
61

Yes No

us to learn by
ourselves?
100%
90%
80%
80%
70%
60%
50%
40%
30%
20%
20%
10%
0%
Does the teacher
ourselves?
Positive answer 80%
Negative answer 20%
Graph 20
allows them to learn by themselves, and 20% of the students assert that the teacher does
not do it. Sometimes the teacher gives a task to be completed by the end of the class, but
not all the students are able to work on their own. In these occasions, the teacher helps
the students to complete the task, but instead of giving them the tools and guidelines, the
teacher works with those students the whole class. As a consequence, these students are
62
not able to build their own learning because they do not have any chance to analyze the
information to get their own conclusions.
In general terms it is important to outstand that the instruments to collect data have
allowed the researchers to be aware of the situation pertaining the students’ needs and
also to be conscious of the improvements to be done in the high school in order to lower
the percentage of negative responses in the future.
Instrument for students at Escuela Elba Ojeda
Grade: 7° grade
School: Elba Ojeda
Number of Number of Questions

answered “No” answered “Yes”
4/16 12/16 Do I like interactive classes?
6/16 10/16 Do I like speaking in English?
1/16 15/16 Do I like working in pairs?
0/16 16/16 Do I like working in groups?
0/16 16/16 Does my teacher interact with me?
0/16 16/16 Does the teacher support the students?
0/16 16/16 Does the teacher answer my questions?
0/16 16/16 Does the teacher use games in class?
0/16 16/16 Does the teacher allow me to give my

opinion?
5/16 11/16 Does the teacher allow us to learn by

ourselves?
Fig.30 chart referring to the development of the classes and the activities that are applied daily.
63
Teacher: Vanessa Soto
Grade: 7° grade
Date: 09 – 09 – 2014
NO YES
X The classroom is structured to enhance learning (whiteboard, 1
X The materials/resources for the class were prepared ahead of time. 2
X The students' behavior is addressed and given attention by the 3
teacher.
X Students work in pairs. 4
X Students work in groups. 5
X The teacher explains all the lesson in English. 6
X The teacher explains most of the lesson in English. 7
X The teacher explains few parts of the lesson in English. 8
X The teacher does not explain the lesson in English at all. 9
X The teacher answers students’ questions. 10
X The teacher uses games in the class. 11
X The teacher allows students to give their opinion. 12
X The teacher allows students to be part of their learning process. 13
X The teacher interacts positively and effectively with the learners. 14
X The teacher is flexible in his/her time management. 15
X The teacher prepares materials/resources appropriate to the 16
students' grade.
X The teacher prepares materials/resources appropriate to the 17
64
X The teacher shows proficiency in the target language. 18

X The teacher shows mastery of the subject matter. 19
Results of the instrument for students in Escuela Elba Ojeda

The next graphics represents the answers given by the students from a seventh grade in
Elba Ojeda School.

Yes No

classes?
100%
90%
80% 75%
70%
60%
50%
40%
30% 25%
20%
10%
0%
classes
Positive answer 75%
Negative answer 25%
Graph 21
65
like interactive classes, on the other hand 25% of the students do not like interactive
classes. There are some factors that can cause the negative responses, such as the
students’ motivation. The study of motivation in language learning comes from trying to
find an explanation to the differences between the ease that some people have to acquire
a new language, and the difficulties others may find. The verification of the existence, not
only from aspects related to the aptitude or intelligence, but also from the attitudinal type,
has placed motivation in the center of investigations about language learning.

Yes No
Do I like speaking in 10 students= 62,5% 6 students = 37,5%

English?
100%
90%
80%
70% 63%
60%
50%
38%
40%
30%
20%
10%
0%
English
Positive answer 63%
Negative answer 38%
Graph 22
66
like speaking in English, and evenly, 38% of the students do not like the target language.
Gardner (1985) defines motivation as the point to a person fights to learn a language
because of the desire to do it and the satisfaction he/she experiments by doing so. A
student who wants to acquire a language and experiences satisfaction and reward, will
activate favorable attitudes and mechanisms to achieve the goal. The teacher should
guarantee a confident environment for students to practice their speaking skills.

Yes No
Do I like working in 15 students= 93,75% 1 students = 6,25 %

pairs?
100% 94%
90%
80%
70%
60%
50%
40%
30%
20%
10% 6%
0%
pairs?
Positive answer 94%
Negative answer 6%
Graph 23
67
The results obtained in this category portrays that 94% of the students express that they
like working in pairs, whereas 6% of the remaining students do not like working with a
partner. The positive response is based on the fact that students do know how to work
with a partner, considering that the seats’ arrangement in the classroom favors pair work.
Plus, pair work can be used not only as an interactive activity, but also as a reward if the
students’ behavior is appropriate. What’s more, pair work increases the chance to produce
oral abilities. The negative response may be based on the fact that sometimes, the task
is completed by one student alone and not by the two of them as it should be. Effective
and constant monitoring from the teacher may help to avoid these situations.

Yes No

groups?
100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
groups?
Positive answer 100%
Negative answer 0%
Graph 24
68
The results obtained in this category indicate that 100% of the students enjoy working in
groups. Students prefer this option since it also allows them to spend time with their friends
while they work. This also forces the quiet students to speak up, since group work lowers
the inhibition of learners who are reluctant to speak in front of the class, and obliges those
students who take up everything to delegate. Besides group work also makes students
think that they will have to complete fewer tasks, and that they can achieve a better result
than they would on their own. Penny Ur (2008), states that “it is true that group work
means the teacher cannot supervise all learner speech, so that not all utterances will be
correct, and learners may occasionally slip into their native language; nevertheless, even
taking into consideration occasional mistakes and mother-tongue use, the amount of time
remaining for positive, useful oral practice is still likely to be far more than in the full-class
set-up”.

Yes No

interact with me?
69
100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
Does my teacher
interact with me?
Negative answer 0%
Graph 25
think the teacher interacts with the students. There are instances in which the students
have participation during the whole class. They are able to ask questions, give opinions,
ideas, and share experiences. According to Kumpulainen and Wray (2002), the classroom
is the primary means in which teachers can display their abilities and instructional
resources to do their job. The interaction in the classroom between the teacher and the
students is essential when problems arise or when it is required to exchange information
or conceptions of reality. The interaction is an essential part in the process of teaching
and learning. Actually, the interaction is an educational experience that defines the way
the students learn about the content, classmates and teachers.
70

Yes No

100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
Does the teacher
support the
students?
Negative answer 0%
Graph 26
supports the class. The teacher has to help each student in the class, as to give them the
necessary tools to find strategies to produce their own learning. The teacher's role is to
promote meaningful learning, not just act as a transmitter of knowledge but as a learning
facilitator. The teacher should assist students by giving them knowledge, and by doing
this the teacher can guide and direct the activities of his/her students. Also, positive
outcomes involve students' need for belonging, personal support and security. (Connel,
1990).
71

Yes No
Does the teacher 16 students= 100% 0 students = 0%

100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
Does the teacher
answer my
questions?
Negative answer 0%
Graph 27
teacher answers their questions. Students feel that the teacher answers everyone’s
questions so they feel comfortable with this. In words of Postman and Weingartner (1971),
Knowledge occurs when answering questions. And new knowledge comes from asking
questions; often new questions about old questions. Once the student has learned to ask
relevant, appropriate and substantial questions, he/she will have learned how to obtain
practical information to answer their doubts.
72

Yes No

games in class?
100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
Does the teacher
use games in class?
Negative answer 0%
Graph 28
uses games in class. Students realize that their teacher performs games in some classes
because the teacher makes it clear that they are participating in a game to learn. The
teachers should recognize the importance of giving students a personalized learning
experience according to their needs and abilities. According to Talak-Kiryk (2010), the
game provides students with clear and connected goals that allow them to move forward
from one level to another while they are shaping their own skills and knowledge.
73

Yes No

100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0%
Does the teacher
allow me to give my
opinion?
Negative answer 0%
Graph 29
allows them to give their opinions. The educator teaches the students how to develop
meaningful opinions and by doing this, the teacher avoids opinions out of context and
every student in the classroom has the chance to participate during the class. The
participation in class involves collaborating and cooperating in the progress of learning,
and it also helps students to develop confidence in themselves. According to O‟Neill and
McMahon (2005), the teachers should teach students to think and give opinions in a
founded and correct way. The educators must listen to what the kids want to say, and
74
realize that everything around the students is just as valuable as what can surround to
any other person.

Yes No
Does the teacher allow 11 students= 68,75% 5 students = 31,25 %

us to learn by
ourselves?
100%
90%
80%
69%
70%
60%
50%
40% 31%
30%
20%
10%
0%
Does the teacher
ourselves?
Positive answer 69%
Negative answer 31%
Graph 30
allows them to learn by themselves, and 31% of the students uphold that the teacher does
not do it. Generally, in the classroom it is possible to find students who are autonomous
and can work without the help of the teacher, and there are also students who need
75
guidance to complete their work successfully. In words of Reeve (2005), teachers should
give enough time for students to work independently or with their own methods, and they
must give suggestions to pupils when they seem trapped in a problem.
Notwithstanding the results, it can be said that it is important to be able to be flexible and
let students get immersed into their own learning process, giving them feedback so as to
produce the urge of finding answers to their quests.
76
CONCLUSIONS
The best way for a teacher to reach students is through education. For that, it is necessary
that teachers have knowledge of different kinds of interactive materials and resources
needed to develop a successful class, such as knowing how to use an interactive CD that
can make their work funnier for students and attract the attention of them toward the
acquisition of the English language. Also, teachers through the activity of teaching, should
facilitate learning, for which they must have different elements, and means or resources,
to help themselves to make their work possible. This help is displayed through the
interactive material, as this facilitates the production of meaningful learning in the
students.
Therefore, interactive materials should be used to support the development of students in

aspects of thinking, oral and written language, imagination, socialization, a better
understanding of themselves and others. For this reason, interactive materials have been
gaining increasing importance in present-day teaching. Through this type of material,
students have developed the stimulation of the senses and the imagination.
It is significant to observe that the interactive material is an essential instrument in an EFL

classroom, since this material is frequently used as a connector between the teaching and
reality. It is crucial that teaching and learning are in contact with real life, and therefore
interactive material uses a number of means and resources to become a bridge between
what is taught and learned, and the real world.
It is important to mention that the teacher allows the students to foster their social abilities
and develop group and pair works skills, through significant learning using the interactive
material.
Some conditions that promote the learning and academic development in the students
are:
 The students have to have disposition to learn, considering the motivation and
attitude.
77
 The knowledge acquired must be strongly related non-arbitrarily and substantially

with what the students already know from their experience.
 The learning contents should have a logic meaning.
 It must not be considered as an individual activity, but as a social good.
 It must be allowed for the students to develop the knowledge with independency
and at their own pace
 Materials and instructional resources used by the teacher should contribute to
widening the comprehension of the contents developed in the classroom.
All of these conditions are essential, however, the most important condition to achieve
learning is made by the interaction of the teacher and the students, having clear that the
goal of both actors should be as follows:
 The teacher must teach how to think; in the words of William R. Klemm, D.V.M,
ph. D. “Young children are less likely to be analytical than older ones. How well
youngsters think depends on whether teachers and parents have expected them
to think for themselves. Schools too often focus on teaching students what to think,
not how to think”.
He also mentions that there are three ways to teach critical thinking to students
which are:
1. Expect it. Require students to defend their ideas and answers to questions.
Show them it is not enough to have an opinion or the "right" answer.
Students need to defend their opinions and understand how they arrived at
the answer and why it is "right."
2. Model it. The teacher can show students how to think critically and creatively
about instructional material. Even in "teaching to the test," show students
how to think about alternative answers, not just memorize the right answer.
Show why some answers are right and some wrong.
78
3. Reward it. When good thinking occurs, teachers should call attention to it
and to the students that generated it. Learning activities and assignments
should have clear expectations for students to generate critical and creative
thought. A grading premium and other incentives should be provided.
Rigorous analysis will only occur if it is expected and rewarded.
In the process of orientation of learning that the teacher must develop, is of vital
importance to know the cognitive structure of the student, not only the quantity of
information, but the interpretation of the concepts that they handle.
The goal of the teacher is to teach the students to think so they can get along adequately
in the “real world”, and that the impact is more significant when the teacher assumes the
role of facilitator, thus, the teaching of methodologies such as the use of interactive
material come in hand and become very important.
The resolution of case-problems and the improvement of practical projects are required
to make a student proactive in the construction of knowledge from their own experience
within reality.
Summing up, it can be said that the real challenge of the teacher is to become a facilitator
of the students’ growth, not only inside the topic imparted, but also in the development of
the individual from a social perspective in the real world.
Since teachers have the role of facilitators, they must guide the learning process of the
students by using interactive material for the reason that it represents and illustrates,
intuitively, what is verbally explained to facilitate teaching and learning, and contributes to
a better fixation of learning.
79
RECOMMENDATIONS
In order to elaborate more research on the topic exposed in the thesis, it is imperative to
acknowledge that in the field of education there should be different schools and students,
as well as different ways to teach.
Some things could be motivating for one group on a school, although it maybe not
interesting for other pupils in another educational establishment.
A good recommendation for future research could be to contextualize the interactive

lesson plans and activities in different schools, so as to be able to recognize how they
work in different environments.
In simple words, to infer something that is unknown from something that is known, to take
a lesson plan that works in a school and apply it in a different, to put into practice
something familiar, such as an interactive activity, and reproduce it in another discipline
so as to make conclusions and hypotheses.
80
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86
APPENDICES
87
APPENDIX 1: Checklist for students
Instrument for students

Grade: _________________________ Age: ___________________
Gender: Male ______ Female _______
Questions YES NO
Do I like interactive classes?
Do I like speaking in English?
Do I like working in pairs?
Do I like working in groups?
Does my teacher interact with me?
Does the teacher support the students?
Does the teacher answer my questions?
Does the teacher use games in class?
Does the teacher allow me to give my opinion?
Does the teacher allow us to learn by ourselves?

88
APPENDIX 2: Checklist for teachers

Instrument for Teachers
Age: _________ Gender: Male ______ Female _______
Questions YES NO
Do I use interactive classes?
Am I able to do my classes in the target language?
Do I create interactive activities in pairs?
Do I create interactive activities in groups?
Do I interact with the students?
Do I support the students when they need it?
Do I use games in class?
Do I let the students give their opinion?
Do I allow the students learn by themselves?
Do my students communicate using the target language?
Do I correct my students when they make a mistake using the

target language?
89
APPENDIX 3: Lesson plan used in the classroom.

Escuela Villa las Nieves
“Educando con Responsabilidad Ambiental”
PLANIFICACIÓN CLASE A CLASE
CURSO: 3 año Básico ASIGNATURA: Inglés

NOMBRE PROFESOR: Ana Luisa Burgos Benítez FECHA: 18 de noviembre 2014.
NOMBRE UNIDAD DE APRENDIZAJE: Unit 5: Food ALUMNO EN PRACTICA: Karen
Cárcamo
OBJETIVO DE LA -Identificar los diferentes alimentos
CLASE - expresar preferencias de alimentos.
OAT -Demostrar valoración e interés por conocer su propio contexto y realidad, ampliando el
conocimiento de su entorno.
- Manifestar un estilo de trabajo cooperativo entre compañeros para alcanzar los propósitos de la
asignatura.
HABILIDAD -Comprensión oral de textos adaptados y auténticos breves y simples como diálogos, textos
expositivos, rimas, chants y cuentos acerca de temas conocidos o de otras asignaturas.
-Comprensión de lectura de textos adaptados y auténticos breves y simples, no literarios y

literarios (tarjetas de saludo, invitaciones, menús, instrucciones, diálogos, textos informativos
-Expresión oral por medio de la reproducción de chants, canciones, rimas y diálogos breves y
simples
-Completar textos y expresión escrita de frases, oraciones, invitaciones y diálogos de acuerdo a

un modelo y con apoyo visual.
OBJETIVO DE ACTIVIDADES TIEMPO RECURSOS EVALUACIÓN

APRENDIZAJE
Inicio La profesora
camina entre los
OA 6 Saludo inicial de la clase. 10 Pizarrón alumnos
OA 9 La profesora les da el objetivo de la clase y las Cuadernos ayudándolos
actividades a desarrollar. con el desarrollo
Data de las
Desarrollo: actividades,
Computador
- La profesora les pregunta sobre su verificando que
comida favorita. guias estén trabajando
- La profesora les entrega una guía de debidamente.
vocabulario y actividades sobre la
comida.
- Revisan la guía en conjunto. 70
- La profesora explica la diferencia
entre I like / I don’t like.
- La profesora les entrega una guía en
donde deben clasificar los alimentos
según sus gustos. Revisan la guía.
- La profesora les pide que dibujen 4
platos en su cuaderno. Los alumnos
deben sacar los recortes de diferentes
90
comidas que trajeron. Los alumnos

deben pegar los alimentos sobre los
platos creando el menú diario.
(Breakfast, lunch, tea and dinner).
Luego deben presentar su menú. ( por
ejemplo: for breakfast I have eggs,
bread and milk.) 10
- La profesora les muestra un PPT con
un juego. Los alumnos deben
adivinar el nombre de cada alimento
antes que se revele la foto por
completo.
Cierre:
La profesora realiza una síntesis de la clase a
través de preguntas y retroalimentación.
¿Qué aprendimos hoy?, ¿Cómo lo aprendimos?

¿Qué actividades hicimos?
91
APPENDIX 4: Handout used to teach food vocabulary.
Taken from: http://www.eslprintables.com/

92
APPENDIX 5: Handout used to teach likes and dislikes with food.

93
APPENDIX 6: Power Point Presentation game.

94
95

CURSO: 6 año Básico ASIGNATURA: Inglés

NOMBRE PROFESOR: Ana Luisa Burgos Benítez FECHA: 27- 29-30 de octubre 2014
NOMBRE UNIDAD DE APRENDIZAJE: UNIT 3: The Natural Word.
ALUMNO EN PRÁCTICA: Karen Cárcamo
OBJETIVO DE - Identifican el uso del presente continuo en su forma afirmativa, negativa e
LA CLASE interrogativa.
- Reconocen diferentes actividades que se hacen al aire libre.
OAT -Manifestar un estilo de trabajo y estudio riguroso y perseverante para alcanzar los propósitos de
la asignatura
Demostrar respeto ante otras personas, realidades o culturas, reconociendo sus aportes y
valorando la diversidad de modos de vida
HABILIDAD - Comprensión auditiva de textos no literarios (textos expositivos, conversaciones) y

literarios (rimas, canciones, cuentos) adaptados y auténticos breves.
- Comprensión lectora de textos adaptados y auténticos breves, no literarios y literarios.
- Expresión oral por medio de diálogos y presentaciones en torno a temas de la vida
cotidiana, textos leídos, temas de otras asignaturas, temas de la cultura de otros
países.
- Expresión escrita de acuerdo a un modelo en torno a temas de la vida cotidiana, textos
leídos, temas de países de otros países.

APRENDIZAJE
Clase : 27-29 de octubre (90 minutos) La profesora

camina entre los
Inicio 10 Pizarrón alumnos
Expresión Oral Saludo inicial de la clase. Cuadernos ayudándolos
con el desarrollo
OA 11 La profesora les da el objetivo de la clase y las Guías de las
actividades a desarrollar. actividades,
Data
OA 12 verificando que
La profesora les muestra flashcards con diferentes
Computador estén trabajando
acciones ( por ejemplo, go to bed, read a book, go to
Expresión school, have lunch, etc) debidamente.
Escrita
Desarrollo:
OA 13
- La profesora les explica el uso del
OA 14 presente continuo en su forma
afirmativa, negativa e interrogativa a 70
través de oraciones y ejemplos.
- Realizan ejercicios a través de una
guía.
- Realizan juego sobre el presente
continuo a través de un ppt.
Cierre: Realizan una síntesis de la clase, se
hacen preguntas de comprensión de la clase.
¿Qué aprendimos hoy?, ¿Cómo lo aprendimos? ¿Qué
actividades hicimos? 10
96
APPENDIX 8: Flashcards used to teach routines.

97
98
99
APPENDIX 9: Power Point Presentation used to teach present continuous.

100
101

CURSO: 4 años Básico B ASIGNATURA: inglés

NOMBRE PROFESOR: Ana Luisa Burgos Benítez ALUMNO EN PRÁCTICA: Karen Cárcamo
FECHA: 3 de septiembre 2014
NOMBRE UNIDAD DE APRENDIZAJE: Unit 2: MEANS OF TRANSPORTATION AND OCCUPATIONS.
OBJETIVO DE LA Los alumnos serán capaces de preguntar y dar direcciones usando un mapa.
CLASE Los alumnos serán capaces de identificar los principales edificios en una ciudad.
CMO
OAT Demostrar valoración e interés por conocer su propio contexto y realidad, ampliando el
conocimiento de su entorno.
Demostrar curiosidad, interés y respeto ante otras realidades y culturas, reconociendo sus
aportes y valorando la diversidad de modos de vida.
HABILIDAD Comprensión oral de textos adaptados y auténticos breves y simples, como diálogos, textos
expositivos, rimas, chants, canciones y cuentos, acerca de temas conocidos o de otras
asignaturas.
Comprensión de lectura de textos adaptados y auténticos breves y simples, no literarios y

literarios, acerca de temas conocidos o de otras asignaturas.
Expresión oral por medio de la reproducción de chants, canciones, rimas, diálogos y

monólogos breves y simples y la producción de diálogos, monólogos o presentaciones breves y
simples acerca de temas conocidos o de otras asignaturas.
Completar textos y expresión escrita de frases, oraciones, invitaciones, emails y diálogos, de

acuerdo a un modelo y con apoyo visual y de vocabulario en torno a temas conocidos o de otras
asignaturas.

APRENDIZAJE
Comprensión oral Inicio 10 Pizarrón La profesora
Saludo inicial de la clase. camina entre los
0A2 La profesora les da el objetivo de la clase y Cuadernos alumnos
las actividades a desarrollar. ayudándolos con
0A4 Desarrollo: PPT el desarrollo de
La profesora les muestra y mapa y les las actividades,
Expresión Oral pregunta si saben que es un mapa y si saben Computador verificando que
cómo seguir instrucciones. Comentan las estén trabajando
OA 11 respuestas con los alumnos. Proyector debidamente.
La profesora le entrega un mapa de la ciudad
OA 12 y les dice que escucharán un audio con Plumones
indicaciones para llegar a una casa
Expresión embrujada. Para ello, les pide que primero Guías
Escrita observen el mapa y sugieran posibles rutas y
los apoya con palabras como walk straight,
OA 13 turn left, turn right, etc. Luego escuchan el
texto y marcan la ruta hacia la casa en su
hoja. Escuchan el texto dos o tres veces más
102
OA 14 para verificar sus respuestas. Luego la 70

profesora proyecta el mapa en la pizarra y
corrigen la ruta para llegar a la casa.
La profesora les pide que copien en sus

cuadernos el vocabulario que se usa para dar
direcciones y ubicaciones.
La profesora les muestra el plano de una

ciudad con dibujos de varios lugares, como el
correo, la municipalidad, la biblioteca, el
centro comercial, etc. Señala los lugares y les
pide que los nombren. Luego pregunta acerca
de uno de los lugares; por ejemplo: Where’s
the school? y modela la respuesta: It’s
opposite to the toy shop. Vuelve a preguntar y
a responder para modelar la expresión It’s
opposite to. Cuando lo han entendido, les
pide que contesten las preguntas en forma
oral. Por ejemplo: Where’s the post office?
It’s opposite to the supermarket.
Luego la profesora les entrega un plano y les

da las instrucciones, practican en parejas la
estructura Where’s the… (library)? Uno
pregunta y el otro contesta. Luego cambian
de rol. Por ejemplo: Where’s the school? It’s
in front of the park. Luego completan la guia
usando next to, between, opposite to.
La profesora les pide que escriban el nombre

de un lugar de la ciudad con letras grandes en
una hoja. Mientras tanto, ubica en cada
pasillo de la sala una tarjeta con el nombre de
una calle (por ejemplo: avenida Colon,
avenida bulnes, etc. Luego les pide que
muestren el papel con el lugar que
escribieron. Pregunta Where’s the library? y,
mirando al estudiante que tiene el papel que
dice library, contesta It’s on Bulnes Avenue
(de acuerdo a la ubicación del estudiante).
Después modela las expresiones opposite to
y next to. Finalmente pide a algunos
estudiantes que hagan la pregunta y a otros
que respondan.
Cierre:
10
La profesora realiza una síntesis de la clase.
La profesora les pregunta ¿Qué aprendiste

hoy? ¿Qué actividades hiciste? ¿Cómo te
sentiste trabajando? ¿Cuál fue la actividad
que te gusto más?
103
APPENDIX 11: Map used to teach prepositions.

104
APPENDIX 12: Handout used to teach prepositions.

105
APPENDIX 13: Map used to teach prepositions.

106
Liceo María Behety De Menéndez

CURSO: 3 años medio D especialidad acuicultura ASIGNATURA: inglés

NOMBRE PROFESOR: Carla Álvarez NOMBRE PROFESOR: Lorenzo Barassi
FECHA: 22 de agosto 2014
NOMBRE UNIDAD DE APRENDIZAJE: unidad 3: Professions.
OBJETIVO Los alumnos serán capaces de crear conciencia sobre la industria de la pesca y los recursos
DE LA agotables.
CLASE Los alumnos serán capaces de reconocer la importancia de la pesca indiscriminada.
CMO
OAT Demostrar valor y más interés por conocer su propio contexto, ampliando el conocimiento de su
especialidad.
Crear conciencia sobre la pesca indiscriminada y la no racionalización de los productos agotables.
HABILIDAD Comprensión de lectura de textos adaptados y auténticos breves y simples relacionados con su
especialidad.
Aplicación en su entorno en temas de conciencia social actualizada sobre la sustentabilidad.

APRENDIZAJE
Comprensión Inicio 10 Pizarrón El profesor camina
oral Saludo inicial de la clase. observándolos y
El profesor les da el objetivo de PPT monitoreando la
la clase y las actividades a actividad
desarrollar. Computador ayudándolos con el
desarrollo de estas,
Desarrollo: Proyector verificando que
Comprensión El profesor les entrega una guía estén trabajando
sin decirles de que se trata, la 20 debidamente.
de lectura Plumones
cual cada uno tendrá que leer y
responder a preguntas abiertas, Guías
con el hecho de que ellos
puedan dar su punto de vista. Se Reloj
Taken from:
comenta la guía entre todos.
http://roble.pntic.mec.es/jheb0015/Ework/Places_town4.htmhttp://rob
Bowls de
le.pntic.mec.es/jheb0015/Ework/Places_town4.htm
plástico
Expresión
Escrita El profesor crea grupos de 4 Vasos de
alumnos y entrega a cada uno 50 plástico
una guía para que hagan su
actividad. Bombillas
El profesor entrega a cada grupo

4 bombillas, un vaso plástico,
107
un bowl plástico con 20 Cucharas de

chocolates sin maní y 5 con plástico
maní, representando peces
chicos y grandes Chocolates
respectivamente. con maní y
Cada alumno será un pescador, sin maní
cada grupo elegirá un nombre
de un océano en el cual
pescaran, los alumnos tendrán
que pescar por temporada.
Cada temporada implica

“nuevas tecnologías”,
representando el avance del ser
humano.
Los alumnos tendrán 30

segundos para pescar por
temporada, de las cuales hay 6.
La primera temporada consiste
en pescar con las bombillas sin
usar las manos.
Al transcurrir los 30 segundos

los alumnos terminan su
temporada y observan cuantos
peces quedaron y cuantos
pescaron, los cuales anotan en
su guía. Se agrega un pez más
por cada uno de los que quedan
en el “océano”.
Para la segunda temporada los

alumnos pueden usar las manos
representando la “nueva
tecnología”
Cada pescador que no pueda

cumplir con una cuota mínima
de dos peces, debe sentarse la
temporada siguiente.
Para la tercera temporada, se

entregara una cuchara,
representando sonares y redes.
Luego de terminar la tercera

temporada el profesor hará
preguntas tales como: ¿qué
harán si un grupo de pescadores
se queda sin peces en su
océano? Esperando respuestas
de que pueden moverse a otros
océanos.
108
Después de la cuarta temporada

los alumnos podrán invadir
otros océanos, hasta la
temporada 6, en la cual se verá
cual fue el resultado de su
pesca.
10
Los alumnos terminaran de
responder las preguntas de la
guía y harán un comentario con
respecto a una frase relacionada
con la actividad de pesca: “In
the end, our society will be
defined not only by what we
create, but by what we refuse to
destroy.” (John Sawhill is the
former President and Chief
Executive Officer of The Nature
Conservancy in united states).
Luego de la clase se hará un

plenario con los alumnos para
discutir los efectos de la pesca
indiscriminada y así ellos
puedan dar recomendaciones
para el futuro.
109
APPENDIX 15: Handout to record logs on fishing seasons to teach awareness of

sustainability.
110
APPENDIX 16: Handout used to teach awareness of sustainability.

111
CURSO: 4 año Básico B ASIGNATURA: Inglés

NOMBRE PROFESOR: Ana Luisa Burgos Benítez FECHA: 12-14 de noviembre 2014
NOMBRE UNIDAD DE APRENDIZAJE: Unit 5: Let`s celebrate ALUMNO EN PRACTICA: Karen
Cárcamo
OBJETIVO DE - Identifican los meses del año
LA CLASE - Reconocen las diferentes celebraciones que hay durante el año en Chile.
- Identifican las estaciones del año y los meses que corresponden a cada estación.
- Reconocen los climas.
CMO
OAT Manifestar una actitud positiva frente a sí mismo y sus capacidades para aprender un nuevo idioma.
Demostrar curiosidad, interés y respeto ante otras realidades y culturas, reconociendo sus aportes y
valorando la diversidad de modos de vida.
HABILIDAD -Comprensión oral de textos adaptados y auténticos breves y simples, como diálogos, textos
expositivos, rimas, chants, canciones y cuentos relacionados con temas conocidos o de otras
asignaturas.
Comprensión de lectura de textos adaptados y auténticos breves y simples, no literarios y literarios,

acerca de temas conocidos o de otras asignaturas.
Expresión oral por medio de la reproducción de chants, canciones, rimas, diálogos y monólogos
breves y simples y la producción de diálogos, monólogos o presentaciones breves y simples acerca de
temas conocidos o de otras asignaturas.
Completar textos y expresión escrita de frases, oraciones, invitaciones, emails y diálogos, de acuerdo
a un modelo y con apoyo visual y de vocabulario en torno a temas conocidos o de otras asignaturas.

APRENDIZAJE
Inicio La profesora camina

entre los alumnos
Comprensión Saludo inicial de la clase. 10 Pizarrón ayudándolos con el
oral desarrollo de las
La profesora les da el objetivo de la clase Cuadernos
OA 1 y las actividades a desarrollar. actividades, verificando
Ppt que estén trabajando
OA 2 La profesora les muestra un video de los debidamente.
meses del año. Y les pregunta por el mes Guias
que están, el que paso y el próximo mes.
Compresión de
lectura
Desarrollo:
OA 7
- La profesora les presenta las estaciones
del año, a través de un Power Point y les
entrega una guía de estas, donde los
alumnos deben unir las imágenes con la
112
estación correspondiente, y clasificar lo

meses por estaciones.
La profesora les pregunta de cómo está el

clima y les pregunta como es el clima 70
generalmente o como debería ser el
clima en las diferentes estaciones del
año.
-La profesora les presenta los climas a

través de un Power Point y les entrega
una guía que deben completar y pegar en
sus cuadernos.
-Revisan todos juntos la guía.
- A través de un PPT, los alumnos

realizan un juego relacionado con el
clima.
Cierre:
La profesora realiza una síntesis de la clase
a través de preguntas y retroalimentación.
10
113
APPENDIX 18: Video used to review the months of the year.
Taken from: http://www.youtube.com/watch?v=pi7J5qnXAeE
English for Kids,ESL Kids Lessons - Months of the year

114
APPENDIX 19: Power Point Presentation used to teach seasons of the year.
115
116
117
APPENDIX 20: Handout used to teach seasons of the year.

118
APPENDIX 21: Power Point Presentation used to teach the weather.

119
120
APPENDIX 22: Handout used to teach the weather.

121
APPENDIX 23: Power Point Presentation game used to review the weather.
Taken from: www.eslprintables.com
122
APPENDIX 24: Summary of graphs at Escuela Villa Las Nieves.

123
APPENDIX 25: Summary of graphs at Escuela Elba Ojeda.

124
APPENDIX 26: Summary of graphs at Liceo María Behety de Menéndez.

Barassi Morales 2014

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Universidad de Magallanes

Facultad de Humanidades y Ciencias Sociales

The importance of interactive material in the EFL

Students: Lorenzo Barassi Morales

Guide teacher: Patricia Díaz Aguilar

Punta Arenas, December 2014

TABLE OF CONTENTS Page

CHAPTER 1: THE ENGLISH LANGUAGE IN THE CHILEAN CONTEXT…..……..……..1

CHAPTER 2: TEACHING ENGLISH AS A FOREIGN LANGUAGE…………….……..…..5

CHAPTER 3: DESIGNING LESSONS AND INTERACTIVE MATERIAL FOR THE EFL

3.1 Effective lesson planning for the EFL classroom.........................................................6

3.2 What is interactive material?...................................................................................... 7

3.3 What are the main characteristics of interactive material?........................................10

3.4 Why is the interactive material applied in the EFL classroom?.................................11

3.6 What is the importance of interactive material for EFL teachers?.............................14

3.7 What are the drawbacks of using interactive material?.............................................15

Process to collect data…………………………………………………..…….……...…....…25

Limitations of the study………………………………………………..………….……...……30

APPENDIX 1: Checklist for students…………………….………………………………......87

APPENDIX 2: Checklist for teachers…………………………………………...……...…….88

APPENDIX 3: Lesson plan used in the classroom..………………………………………..89

APPENDIX 4: Handout used to teach food vocabulary.…………………………………...91

APPENDIX 5: Handout used to teach likes and dislikes with food.……………………....92

APPENDIX 6: Power Point Presentation game…..…………………………………………93

APPENDIX 7: Lesson plan used in the classroom……………………………………...….95

APPENDIX 8: Flashcards used to teach routines..…………………………………………96

APPENDIX 9: Power Point Presentation used to review Present Continuous….……….99

APPENDIX 10: Lesson plan used in the classroom......................................................101

APPENDIX 11: Map used to teach prepositions…………………………………………..103

APPENDIX 12: Handout used to teach prepositions……………………………………..104

APPENDIX 13: Map used to teach prepositions…………………………………………..105

APPENDIX 14: Lesson plan used in the classroom………………………………………106

APPENDIX 15: Handout to record logs on fishing seasons to teach awareness

APPENDIX 16: Handout to teach awareness of sustainability…………………………..110

APPENDIX 17: Lesson plan used in the classroom………………………………………111

APPENDIX 18: Video used to review the months of the year……………………………113

APPENDIX 20: Handout used to teach seasons of the year…………………………….117

APPENDIX 21: Power Point Presentation used to teach the weather………………….118

APPENDIX 22: Handout used to teach the weather……………………………………...120

APPENDIX 24: Summary of graphs at Escuela Villa Las Nieves……………………….122

APPENDIX 25: Summary of graphs at Escuela Elba Ojeda……………………………..123

APPENDIX 26: Summary of graphs at Liceo María Behety de Menéndez…………….124

Graphs and figures

Fig.1. Chart referring to the levels assigned by the CERP………………………………….3

Fig.3. Chart showing the epistemology as pursuit of knowledge………………………….19

There is a wide range of languages to be learned, nonetheless, most of languages and

In terms of languages, the vernacular English is nowadays considered “universal”, and

Teacher-centered classes cannot be interactive by definition; nonetheless, some control

 To recognize the characteristics of the interactive material.

CHAPTER 1: THE ENGLISH LANGUAGE IN THE CHILEAN CONTEXT

As a whole, SIMCE enables Chilean educators to obtain a comprehensive view of

The Common European Framework of Reference for Languages, CEFR, describes

Fig. 1 Chart referring to the levels assigned by the CERF2

The Common European Framework of Reference is, essentially, a guideline meant to

GROUP CEFR ALTE LEVEL

Students from 8th A2 Level 1

Students from 4th B1 Level 2

English teachers B2 Level 3

CHAPTER 2: TEACHING ENGLISH AS A FOREIGN LANGUAGE

CHAPTER 3: DESIGNING LESSONS AND INTERACTIVE MATERIAL FOR THE EFL

3.1 Effective lesson planning for the EFL classroom

3.2 What is interactive material?